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 ORD2HM103-3005 08.02.2021-19.03.2021  5 cr  (MAICTE, ...) +-
  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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  Teachers

  Eija Kjelin

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  08.02.2021 - 19.03.2021

  Enrollment

  04.01.2021 - 05.02.2021

  Groups

  • MAICTE
  • MALEAE
  • MASALE
  • MAENTE
  • MASTRE
  • MADIGE
  • MACOME
  • EXCH
  • ONLINE

  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

•     Acting as Coach and Facilitator ORD2HM103-3006 05.04.2021-21.05.2021  5 cr  (MALEAE, ...) +-
  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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  Teachers

  Eija Kjelin

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  05.04.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 01.04.2021

  Groups

  • MALEAE
  • MASALE
  • EXCH

  Mode of delivery

  Contact teaching

  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

  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

  Mirka Sunimento

  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 RDI2HM101-3008 22.03.2021-21.05.2021  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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  Teachers

  Merja Drake, Kaarina Järventaus

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  22.03.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 19.03.2021

  Groups

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

  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

•     Applied Design Research RDI2HM101-3010 18.01.2021-19.03.2021  5 cr  (MAENTE, ...) +-
  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

  Online implementation

  Learning material and recommended literature

  Learning material and list of references on Moodle.

  Teachers

  Eva Holmberg

  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, visits and/or real-life cases to be solved. Students apply their learning within their current work environment.

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 19.03.2021

  Learning assignments

  Assignments on Moodle.

  Enrollment

  04.01.2021 - 15.01.2021

  Content scheduling

  Online work on Moodle starting on the third of February and ends on the first of May.

  Groups

  • MAENTE
  • MAEXPE
  • MADIGE
  • MASTRE
  • EXCH
  • ONLINE

  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

  1-5

  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

•     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)

  ---

  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.

  ---

  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

•     Conscious Leader LEA4HM105-3002 18.01.2021-19.03.2021  5 cr  (MALEAE, ...) +-
  Learning objectives

  The course supports students in finding their own unique potential and serves as a platform for exploring and engaging in key areas of personal leadership and transformation with a direct interface to the student’s own professional development and other areas of life. Participation does not require a formal leadership position but improves the ability to act as a leader.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Enabling vs. restrictive beliefs and stories
  - Emotional intelligence
  - Balancing between being and doing modes
  - Personal triggers of behaviour
  - Presence and mindfulness as a means to bring clarity into action
  - Whole person paradigm
  - Intention and experimental mode of action as a path towards trust and results
  - Creating favourable conditions for personal and organisational transformation towards meaning and joy

  Assessment criteria

  Assessment criteria - grade 1

  The student becomes aware of his/her own thinking patterns and forms of behaviour. The student realises the influence of their own beliefs and their emotional mode on relationships, action and results on a general level, and finds ways to express him/herself genuinely and constructively in less challenging situations. The student increases his/her own resilience and finds ways to stay grounded despite shortcomings and incompleteness. The student can apply tools to take responsibility for his/her own professional life and situations and recognises their own vision of the natural mode of operation in different situations.

  Assessment criteria - grade 3

  In addition to previous competences (grade 1), the student is aware of his/her own thinking patterns, emotional modes and forms of behaviour and recognises their connection to everyday organisational drama. The student realises the potential of using everyday life as an opportunity to practice self-awareness and growth in a curious and mindful manner. The student discovers resources behind all kinds of feelings and is able to put them into intended action. The student realises new ways of becoming an organic part of organisational culture, recognising his/her own change and finding new openings to serve and promote organisational goals

  Assessment criteria - grade 5

  In addition to grades 1 and 3, the student is aware of everyday organisational drama, its drivers as well as his/her own and others involvement in it. The student is able to see more clearly the challenges and potential of different situations. The student recognises his/her own patterns to control difficult situations and is able to alter his/her approach and, based on the situation, express oneself in a candid and constructive manner. Based on his/her own experience and insight, the student is able to understand and empathise with others while honouring personal borders and responsibility. The student profoundly understands that she/he provides their own security, control and approval, which enables freedom to be authentic, while at the same time appreciating and respecting challenges.

  Further information

  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. Students apply their learning within their current work environment.

  ---

  Teaching methods and instruction

  Meetings online instead of campus.

  Teachers

  Monica Åberg

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 19.03.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • MALEAE
  • EXCH
  • ONLINE

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  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

•     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.

  ---

  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

•     Current Trends in Strategies and Management STR4HM106-3001 19.10.2020-31.12.2021  5 cr  (VIR) +-
  Teachers

  Juha Olava

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  19.10.2020 - 31.12.2021

  Groups

  • VIR

  Mode of delivery

  Distance learning

  Seats

  0 - 100

  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.

  ---

  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

•     Data Analytics RDI2HM102-3004 22.01.2021-19.03.2021  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.

  ---

  Teachers

  Veijo Vänttinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  22.01.2021 - 19.03.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

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

  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 RDI2HM102-3005 29.03.2021-21.05.2021  5 cr  (MAENTE, ...) +-
  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.

  ---

  Teachers

  Veijo Vänttinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  29.03.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 26.03.2021

  Groups

  • MAENTE
  • MADIGE
  • MASTRE
  • EXCH

  Mode of delivery

  Contact teaching

  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

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Design Service Systems and Value Networks EXP4HM104-3001 25.01.2021-21.05.2021  5 cr  (MAEXPE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - From design thinking to systems thinking – key concepts
  - Service design in the network economy
  - The network concept and levels of network analysis
  - Service networks types, structures and effects
  - Inter-organisational, internal and external value networks in the service industry
  - The value concept and value creating processes
  - Service design for multichannel and omnichannel
  - Service design for inter-firm networks

  Assessment criteria

  Assessment criteria - grade 1

  The student knows the terminology related to the design for service systems, networks and chains of responsibility. Can recognise internal and external value networks in service development. Thinks of services as systems of value and can adopt a systems mindset. Can, to some extent, apply value creating processes to an actual project.

  Assessment criteria - grade 3

  In addition to the skills and competences mentioned for grade 1, the student can solve service networks real-life problems and create real-life opportunities for service networks. Can analyse service networks, demand and supply chains. Can successfully apply value creating processes to actual projects

  Assessment criteria - grade 5

  In addition to the skills and competences mentioned for grades 1 and 3, the student can design service systems for value networks. Manage and transform work contexts that are complex and unpredictable and which require new strategic approaches

  ---

  Teachers

  Mario Passos Ascencao, Vesa Heikkinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  25.01.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • MAEXPE
  • MAEXPFHA
  • VIR

  Mode of delivery

  20% Contact teaching, 80% Distance learning

  Seats

  15 - 40

  Degree Programmes

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

  R&D proportion

  1 cr

  Virtual proportion

  4 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Developing Sales Oriented Organisation SAL4HM102-3002 29.03.2021-21.05.2021  5 cr  (MASALE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Development and management of a sales organisation
  - Motivation of a sales organisation
  - Integration of sales and marketing
  - Value creation by committing the organisation
  - Organisational structures and operation models from a sales perspective
  - Sales and customer journey processes in organisation
  - Strategic development of sales
  - Creation of career possibilities and development paths for sales personnel as a tool for organisational development

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the strategic role of sales and can describe its relevance in a sales-oriented organisation. S/he recognises and can explain the essential structures and factors that further the development and management of a sales-oriented organisation. The student recognises the key meeting points of the customer journey, the key processes in an organisation and the key factors of strategic sales.

  Assessment criteria - grade 3

  The student can describe the strategic role in a sales-oriented organisation and its relevance. S/he recognises and can explain the essential structures and factors that further the development and management of a sales-oriented organisation. The student recognises the key meeting points of the customer journey, the key processes in an organisation and is able to develop them and strategic sales in an organisation.

  Assessment criteria - grade 5

  The student can thoroughly describe strategic role and relevance in a sales-oriented organisation. S/he has excellent abilities for assessing and developing structures and functions in a sales-oriented organisation. The student recognises the key meeting points of the customer journey and the key processes in an organisation and is able comprehensively develop them and strategic sales in an organisation.

  ---

  Teachers

  Pekka Polvinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  29.03.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 26.03.2021

  Groups

  • MASALE
  • EXCH
  • MASALF

  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

•     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.

  ---

  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

•     Digital Service Design DIG4HM101-3004 18.01.2021-21.05.2021  5 cr  (VIROS, ...) +-
  Learning objectives

  Upon successful completion of the course, the student
  - understands terminology, methods and toolkits used in digital service design.
  - is able to carry out a service design project in digital learning environments.
  - is able to design customer experience by means of omni-channel service solutions.
  - is able to apply service design methods for determining business problems, profiling customers, modelling customer journeys and service processes, studying digital user experience, ideating digital service solutions, designing digital service concepts and prototyping customer experience.
  - is able to communicate value propositions based on omni-channel service solutions in creative ways by means of digital story-telling.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Customer-centric business and digital services
  - Omni-channel customer experience
  - Customer Experience Management (CEM)
  - CEM frameworks and design strategies
  - Elements and enablers of customer experience
  - Lean Service Creation Method (Futurice)
  - Prototyping
  - Value proposition design and digital storytelling

  Assessment criteria

  Assessment criteria - grade 1

  The student knows the terminology, methods and toolkits used in digital service design. The student knows how to carry out service design projects in digital learning environments. The student knows how to design customer experience by means of omni-channel service solutions. The student knows how to create value for customers and how customer experience is formed in different customer encounters and service environments. The student knows how to make use of service design methods for their course project.

  Assessment criteria - grade 3

  The student understands the terminology, methods and toolkits used in digital service design. The student is able to carry out a service design project in digital learning environments with a strong focus on customers. The student is able to design customer experience by means of omni-channel service solutions. The student is able to apply service design methods for determining business problems, profiling customers, modelling customer journeys and service processes, studying digital user experience, ideating digital service solutions, designing digital service concepts and prototyping customer experience. The student is able to communicate the benefits of digital service solutions in creative ways by means of digital storytelling.

  Assessment criteria - grade 5

  The student fully understands the terminology, methods and toolkits used in digital service design. The student is capable of carrying out a service design project in digital learning environments. The student is capable of designing an omni-channel customer experience based on deep customer insight. The student is capable of successfully applying service design methods for determining business problems, profiling customers, modelling customer journeys and service processes, studying digital user experience, ideating digital service solutions, designing digital service concepts and prototyping customer experience. The student is capable of communicating value propositions in creative ways by means of digital storytelling. The student is fully committed to achieving the objectives of the course project and is a very active team player.

  ---

  Teachers

  Jarmo Sarkkinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • VIROS
  • MADIGE
  • MADIGF
  • EXCH

  Mode of delivery

  20% Contact teaching, 80% 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

  4 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Diversity and Inclusion in Global Organisations LEA4HM106-3003 18.01.2021-19.03.2021  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

  Porvoo Campus

  Teaching language

  English

  Timing

  18.01.2021 - 19.03.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • MALEAE
  • MALEAF
  • MAPO
  • VIR

  Mode of delivery

  Distance learning

  Seats

  5 - 40

  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

•     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.

  ---

  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).

  ---

  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

•     Employee Experience and Employer Brand LEA4HM104-3002 01.02.2021-09.04.2021  5 cr  (MALEAE, ...) +-
  Contents

  - Employer branding
  - Employee experience
  - Intrinsic and Extrinsic Motivation
  - Employee Management
  - Meaning of work and meaningfulness cognitive work
  - Work shaping in cognitive work
  - A positive organisational culture
  - Humane Workplace pratices
  - Measuring of employee experience and employer brand
  - Wellbeing at work

  Assessment criteria

  Assessment criteria - grade 1

  The student recognises different factors that have an effect on employee experience and can define theoretical concepts related to employee experience and employer branding. S/he can define some approaches to developing an employer’s brand and can explain factors that have an effect on well-being at work. S/he can explain how a positive culture and meaningful work is supported by workplace practices.

  Assessment criteria - grade 3

  In addition to the competences in grade 1, the student can apply theories to describe and analyse employee experience. S/he is able to use different formulas and assess how the employee experience is supported. S/he can recommend appropriate ways to measure employer brand. S/he can apply concepts presented during the course to develop positive organisational culture. S/he can assess internal communication in an organisation.

  Assessment criteria - grade 5

  In addition to the competences in grades 1 and 3, the student assesses factors connecting employee experience and employer brand. S/he is able to assess the methods for measuring employer experience and employer branding. S/he is able to produce and justify analysis and development planning in order to develop the employer experience and employer brand.

  Further information

  No replacements.

  ---

  Teachers

  Anita Pösö

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  01.02.2021 - 09.04.2021

  Enrollment

  04.01.2021 - 29.01.2021

  Groups

  • MALEAE
  • MALEAF
  • EXCH
  • ONLINE

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  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

•     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

•     Evolving Organisations ORD2HM101-3007 29.03.2021-21.05.2021  5 cr  (MALEAE, ...) +-
  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

  The contact hours of this evening class include team work, class discussions, a case study, short lectures, a visiting lecture and different type of other active learning tasks which aim at reflecting students' past and current experiences with work practices and organisations. Students will demonstrate their learning with do two shorter assignments during the course and with a final assignment to be submitted two weeks after the course ends. The learning methods have been designed to foster the following meta competences: complex problem solving, critical thinking, people management, coordinating with others and cognitive flexibility.

  Learning material and recommended literature

  Readings for the first learning assignment (select two, will be updated and links provided in course Moodle in March 2021)
  
  List A:
  Kilpi, E. ed (2016) Perspectives on new work. Sitra Studies 114.
  Meda, D. (2016). 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). The Future of work.
  World Economic Forum (2018). The Future of Jobs report
  
  List B:
  Deloitte: Returning to work in the future of work
  Gartner: 9 Future of Work Trends Post-COVID-19
  IMD: How COVID-19 caused the future of work arrive early
  World economic forum: As coronavirus shakes up the future of work
  
  Readings for the second learning assignment
  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.
  
  Readings to prepare for the classes
  Gilpin, Y. (2013). Practicing in the grey area between dialogic and diagnostic organization development. Advances in Dialogic OD, 45(1
  Martela, F. (2019) What makes self-managing organizations novel? Journal of Organization Design 8, 23 (2019).
  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.
  
  Readings and other hints for the final assignment will be given in course Moodle

  Teachers

  Johanna Vuori

  Working life connections

  Course themes relate to students’ work and their organisations

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No examination

  Teaching language

  English

  Internationality

  International student body

  Timing

  29.03.2021 - 21.05.2021

  Learning assignments

  First learning assignment (20 points, due on 11 April)
  A mind-map on the future of work
  
  Second learning assignment (20 points, first part due 17 April, second part due 24 April)
  First part: Moodle discussion thread start on paradox thinking
  Second part: Commenting three fellow’s students discussion threads
  
  Final assignment (60 points, due on 31 May)
  Comparison and reflection of two different organizational development methods

  Enrollment

  04.01.2021 - 26.03.2021

  Content scheduling

  Classes are held in Mondays 17.40 – 20.30 in Pasila (classroom 1007) or in Zoom depending on HH covid instructions
  
  31 March
  • Getting to know fellow learners
  • Aims of the course and working methods
  • Job crafting (team work)
  • Agency at work (survey, individual reflection, class discussion)
  
  12 April
  • Future of work (group work and class discussions based on learning assignments)
  
  19 April
  Human and social capital in organisations (teacher trainee: Anastasia Kortshinskaja)
  • Universal questions of organizsng (team work based on pre-reading)
  
  26 April
  • Tensions and paradoxes in organisations (group work, case study)
  
  3 May
  • Self-managing organisations
  • Experiences of organizational development
  
  10 May
  • Agile approaches to organisational development (based on pre-readings)
  • Diagnostic approaches to organisational development
  
  17 May
  • Dialogic methods in organisational development
  • Ethics for organisational development
  • Instructions for the final assignment

  Groups

  • MALEAE
  • MAEXPE
  • EXCH
  • MACOME

  Alternative learning methods

  Students requesting for RPL (recognition of prior learning) should send applications by 1 March, 2021

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Further information

  Assessment methods
  
  Passed courses are assessed on a scale of 1 to 5. The assessment criteria is presented for grades 1, 3 and 5.
  
  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.
  
  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.
  
  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.
  
  
  
  
  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 31 May will lose 1 points/day and late assignments will not be graded in summer. Maximum penalty, however is 50 points).

  Degree Programmes

  BUTEM Degree Programme in Business Technologies, LITEM Degree Programme in Business Technologies, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Evolving Organisations ORD2HM101-3008 20.01.2021-19.03.2021  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 is an intensive course in flipped classroom style, which requires students to prepare for the classes before and between the intensive class days. The teaching methods include readings, active learning approaches, 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 congnitive flexibility.

  Learning material and recommended literature

  Frey, C. B., & Osborne, M. A. (2013). The future of employment: how susceptible are jobs to computerisation?. Technological forecasting and social change, 114, 254-280. https://www.oxfordmartin.ox.ac.uk/publications/the-future-of-employment/
  Kilpi, ed (2016) Perspectives on new work. Sitra Studies 114. https://www.sitra.fi/en/publications/perspectives-new-work/
  Meda, D. (2017). The future of work: the meaning and value of work in Europe. International Labor Organisation. https://www.ilo.org/global/research/publications/papers/WCMS_532405/lang--en/index.htm
  World Economic Forum. The Future of Jobs report (2018) https://www.weforum.org/reports/the-future-of-jobs-report-2018
  
  Readings between 1st and 2nd intensive day
  Lewis, M. W. (2014). Paradoxical Leadership to Enable Strategic Agility. California Management Review, 56(3), pp. 58-77 http://ezproxy.haaga-helia.fi:2048/login?url=http://dx.oi:10.1525/cmr.2014.56.3.58
  or
  Smith, W. K., Lewis, M. W., & Tushman, M. L. (2016). "Both/and” leadership. Harvard Business Review, 94(5), 62-70. http://ezproxy.haaga-helia.fi:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsh&AN=114832968&site=ehost-live&scope=site
  and
  Martela, F. (in print) What makes self-managing organizations novel? Journal of Organization Design.
  
  Readings between 2nd and 3nd intensive day
  Rigby, D. K., Sutherland, J., & Takeuchi, H. (2016). Embracing agile. Harvard Business Review, 94(5), 40-50.http://ezproxy.haaga-helia.fi:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsh&AN=114832966&site=ehost-live&scope=site
  or
  Rigby, D. K., Sutherland, J., & Noble, A. (2018). Agile at scale. Harvard Business Review, 96(3), 88-96.http://ezproxy.haaga-helia.fi:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsh&AN=129192576&site=ehost-live&scope=site
  and
  an article/podcast to be announced later
  
  A complete reading list with references supporting student learning will be presented in course Moodle

  Teachers

  Yücel Ger

  Working life connections

  Course themes and assignments relate to students’ own work and their work organisations

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  no exam

  Teaching language

  English

  Internationality

  International student body

  Timing

  20.01.2021 - 19.03.2021

  Learning assignments

  No pre-asignment
  Assignment 1 Individual: Individual learning goals, changes in own work, relevant reading area and material
  Students write (free format) a short (500-1000 words) essay about their current or recent work place answering the following questions: What has changed in your latest work place and work recently and how? What were the causes of the changes and what were the results? How would you predict the future will look like? How would you like to be involved and influence the future? What would you like to learn during the course that can help you to achieve the desired influence?
  The summary and major topics should be ready for the next session to be discussed in class.
  
  Assignment 2 Small group: Familiarising with the relevant literature, sharing and peer teaching
  Students in teams of 2-3 select a topic of interest from the relevant literature, familiarise with it and present it to the class in a pre-planned session. Sessions should be planned as peer teaching sessions as explained below. Teams can suggest a different subject area related to theme of the course which is not listed in the content list.
  Peer teaching sessions typically last about 45-60 minutes and should (e.g.,) include:
  1. Concept definitions and explanations
  2. Available strategies and tools
  3. Examples from different industries
  4. Work shop, Q/A, or quiz
  5. References, sources
  
  Assignment 3 Group work (3-4): Organisational R&D project
  Students choose a case organisation; study it’s change, scope, direction and depth of the change; analyse the needs for the future and; suggest strategies and tools to lead and achieve the desired change.
  Teams will be formed in weeks 11-13 and result presented W17, 18
  
  Report is written in HH long report format (thesis) and should have all references listed.
  
  Suggested structure:
  1. Introduction (explanation of the organisation and the content: What? Why? How?)
  2. Research at the organisation (methodology, change, history of change, triggers and impacts, (implications) of the change, future needs for change)
  3. Analysis of the data and suggestions (what next? why? how? expectations for the results and impacts?
  4. Conclusions and action plan (if applicable)
  5. References
  
  Additionally: Own learning evaluation is completed on E-Forms, which function as a feedback form in addition to self-evaluation.

  Enrollment

  04.01.2021 - 18.01.2021

  Content scheduling

  W4 (25.1.): Familiarising with the course contents, methods, assignments and schedules
  W5 (1.2.): Self-management/leadership, self-managing teams and organisations
  W6: Evolving organisations, managing/leading change
  W7: Organisations as processes and systems
  W8: Methods for organisational development
  W9: Enhancing ethical operations, engagement and interaction
  W10: Collective development and value creation
  W11: Presentations of R&D work, evaluation of own learning

  Groups

  • MAICTE
  • MASALE
  • EXCH
  • ONLINE

  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 17 January, 2020

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Further information

  Assessment components and their weights:
  Assignment 1: Self-analysis of own work and learning goals (20%)
  Assignment 2: Peer teaching and peer assessment (40%)
  Assignment 3: R&D work on organisational development and change (40%)
  
  
  
  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 7 April will lose 1 point/day (maximum penalty -50 points)

  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

•     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.

  ---

  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

•     From Services to Experiences and Transformations EXP4HM102-3002 29.03.2021-21.05.2021  5 cr  (MAEXPE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - The origin and history of the experience economy and transformation economy
  - Key concepts and development frameworks
  - Value creation logics
  - Dramatisation of experiences and transformations
  - Digitisation of experiences and transformations
  - Authenticity in experiences and meaningfulness in transformations
  - Research perspectives on experiences and transformations
  - From mass customization to the mass personalisation of experiences and transformations
  - Future perspectives in the experience-transformation economy

  Assessment criteria

  Assessment criteria - grade 1

  The student can apply key concepts and typologies of experience and transformation to various business contexts. Can differentiate the various value creation logics: service-dominant logic (SDL), service logic (SL), Customer-dominant logic (CDL) and experience-dominant logic (EDL). Can together in a group dramatise and digitise experiences and transformations. Knows the various research perspectives for studying experiences and transformations

  Assessment criteria - grade 3

  In addition to the skills and competences mentioned for Grade 1, the student can assess experience and the transformation economy frameworks relevance for various business contexts. Measure the authenticity of experiences and the meaningfulness of transformations. Apply mass customisation principles to personalise experiences and transformations.

  Assessment criteria - grade 5

  In addition to the skills and competences mentioned for Grades 1 and 3, the student can analyse the emergence and development of the experience and transformation economy, judge the various research perspectives for studying experiences and transformations, predict business areas beyond the experiences and transformations.

  Further information

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

  ---

  Teachers

  Mario Passos Ascencao, Aarni Tuomi

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  29.03.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 26.03.2021

  Content scheduling

  day-1:
  day-2:
  day-3:

  Groups

  • MAEXPE
  • EXCH

  Alternative learning methods

  n/a

  Mode of delivery

  80% Contact teaching, 20% Distance learning

  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

  R&D proportion

  1 cr

  Virtual proportion

  1 cr

  Evaluation scale

  H-5

  Credits

  • 5 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

•     Futures Research RDI2HM103-3007 05.04.2021-21.05.2021  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

  Jarmo Ritalahti

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  05.04.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 01.04.2021

  Groups

  • MAICTE
  • MAENTE
  • MAEXPE
  • MASTRE
  • MADIGE
  • EXCH
  • MACOME

  Mode of delivery

  Contact teaching

  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

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Growth Through Entrepreneurial Resources and Networks ENT4HM106-3001 18.01.2021-21.05.2021  10 cr  (MAENTE, ...) +-
  Teaching methods and instruction

  8 contact sessions, including 2 coaching sessions otherwise independent studying including case studies and excercises.

  Learning material and recommended literature

  Materials listed in the implementation plan and other material handed out in contact sessions and virtual platform.

  Teachers

  Jari Luomakoski, Anette Kairikko, Olli Laintila

  Working life connections

  There is cooperation with companies in the learning assignments and the student can utilize his/her own company or connect the assignments in learning assignments from RDI projects.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exams

  Teaching language

  English

  Internationality

  The experiences and working environments of the students bring an international aspect to the course. International aspects can also be seen in the cases, books, articles and assignments that are been used in the course.

  Timing

  18.01.2021 - 21.05.2021

  Learning assignments

  What is growth for entrepreneurial ventures? (pre-assignment 15%)
  Drivers / enablers for growth? (2* analyses á 20 % = 40 %)
  Different types of ventures and growth (case studies 20%)
  Paths for growth (3 case studies 25%)
  
  Detailled instructions are given in the implementation plan.

  Enrollment

  04.01.2021 - 15.01.2021

  Content scheduling

  Contact sessions in calendar weeks 3, 5, 7, 10, 13, 15, 17 and 19. There is a separate schedule for distance assignments and self-studies.

  Groups

  • MAENTE
  • MAENTF
  • EXCH
  • ONLINE

  Alternative learning methods

  If the student has achieved sufficient skills e.g. through previous jobs, hobbies or in other courses, he/she can demonstrate his/her prior learning and pass the course faster. Please check MyNet or the web-site for further instructions for RPL process.

  Mode of delivery

  70% Contact teaching, 30% Distance learning

  Seats

  15 - 40

  Further information

  What is growth for entrepreneurial ventures? (pre-assignment 15 points)
  Drivers / enablers for growth? (2* analyses á 20 points = 40 points)
  Different types of ventures and growth (case studies 20 points)
  Paths for growth (3 case studies 25 points)
  Grading scale of 1-5 will be used in the course in such a way that the points earned will be added together and the total amount of points will determine the final grade according to the following scale:
  
  Number of points Grade
  40-59 points 1
  60-69 points 2
  70-79 points 3
  80-89 points 4
  90-100 points 5
  
  The student must get a passing grade at least from three assessment items, meaning at least 40% from each item points.

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  R&D proportion

  3 cr

  Virtual proportion

  3 cr

  Evaluation scale

  H-5

  Credits

  • 10 cr

  Unit

  RDI-services

•     H2H Communication COM4HM102-3002 18.01.2021-19.03.2021  5 cr  (MACOMF, ...) +-
  Learning objectives

  Upon successful completion of the course, the student is able to
  - Recognize the characteristics of H2H (human to human) communication
  - Apply the H2H approach in marketing and communication
  - Build influence in the realm of H2H-communication
  - Apply personal branding and influencer marketing concepts, methods and starting points into their own professional needs.
  - Plan and implement creative and stakeholder driven human-to-human communication and marketing solutions.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Communication and H2H-Communication concepts
  - Personal branding
  - Influencer marketing
  - H2H-Communication planning and implementation both individually and with teams.
  - Creations of H2H-Communication that is persuasive and influential.
  - Evaluation and feedback of H2H-Communication solutions

  Assessment criteria

  Assessment criteria - grade 1

  Student is able to describe communication and H2H-communication concepts. S/he is also able to identify a few of the goals for personal branding and influencer marketing. In addition, the student can to some extent apply and create H2H-communication and marketing solutions for a stakeholder group.

  Assessment criteria - grade 3

  Student is able to describe communication and H2H-communication concepts and to apply these in order to create stakeholder-centered communication and marketing solutions. S/he also recognizes and utilizes the starting points and goals involved in personal branding and influencer marketing. In addition, the student is able to communicate convincingly and act as a responsible team member.

  Assessment criteria - grade 5

  Student shows an excellent understanding of H2H-communication and is able to apply these in practical and stakeholder-targeted communication and marketing solutions. S/he also identifies, utilizes, develops and evaluates personal branding and influence marketing targets and goals. In addition, the student communicates in an innovative, persuasive, effective and responsible manner during teamwork. The same characteristics are also strongly evident in presentations.

  Further information

  This course replaces the following courses in the current curriculum:
  COM4LJ007 Organization, Diversity and Employees
  COM4LJ013 Media and Public Relations
  MGT2HY201 Leadership Communication

  ---

  Teachers

  Wallace Reynolds

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 19.03.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • MACOMF
  • EXCH
  • MACOME
  • ONLINE

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  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

•     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 managing organizations 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.

  ---

  Teaching methods and instruction

  The implementation includes virtual sessions with lectures, teamwork and clinics where students anayze their own experiences, cases and problems related to the course contents.

  Learning material and recommended literature

  Fisher R., Ury R., 1999 Getting to Yes
  Gallo A., 2017 HBR guide to dealing with conflict,
  Johansson, C. et al., 2013 Conceptualizing communicative leadership. A framework for analysing and developing leader's communication competence
  Laloux F., 2014 Reinventing Organizations
  Other learning material in the Moodle, i.e. articles, web links and videos.

  Teachers

  Olli Laintila, Heta-Liisa Malkavaara

  Working life connections

  The learning themes/topics and equivalent assignments address day-to-day challenges and practices in organizations. Students can apply and implement learned principles and practices in their organizations.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exam

  Teaching language

  English

  Internationality

  Students' work experiences and environments form the base for the implementation's international aspects. The learning material consists mainly of international sources.

  Timing

  26.10.2020 - 18.12.2020

  Learning assignments

  Three theme assignments:
  Leadership communication
  Self-Management
  Conflict Management
  + Development plan: Playbook for leadership development

  Enrollment

  15.06.2020 - 30.10.2020

  Content scheduling

  Week 44: Tuesday 27th Oct at 17.40 -19.40 Kick-off session in Zoom
  
  Week 45: Leadership communications (Zoom)
  
  Week 46: Self-management (Zoom)
  
  Week 47: Leadership communication clinic (Zoom)
  
  Week 48: Self-management clinic (Zoom)
  
  Week 49: Conflict management clinic (Zoom)
  
  Week 50: Return of the Personal development plan, due date 10th Dec through the Drop-box in the Moodle

  Groups

  • MALEAE
  • EXCH

  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 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 on MyNet.

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Further information

  Theme assignments 50 %
  
  Development plan: Playbook for leadership development 50 %
  
  Participation rate to the Zoom sessions may affect the final grade. The minimum rate is 4/6.

  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

•     Leading Creative Planning and Production COM4HM106-3001 05.04.2021-21.05.2021  5 cr  (MACOMF, ...) +-
  Learning objectives

  After completing the course successfully, the student can lead is/herself and effectively manage own work in the various stages of creative planning processes and multichannel content production. In terms of meta skills student will develop creativity, cooperation and networking, emotional intelligence, deduction and decision making skills and (cognitive) flexibility and ambiguity tolerance.

  Starting level and linkage with other courses

  No prerequisites but at understanding of digital marketing communication basics is recommended.

  Contents

  • Customer, Brand, and Market Insight
  • Concept Design
  • Creative Planning
  • Multichannel Storytelling
  • Digital Content Production and optimizing for various platforms

  Assessment criteria

  Assessment criteria - grade 1

  The student is familiar with concepts, methods and knowledge related to all stages of the creative planning process: from customer and market insight to customer-centric concept planning and multichannel storytelling. S/he can operate as part of a creative team and knows how to plan a content concept and can produce customer-centric narrative content for digital channels for limited internal or external purposes.

  Assessment criteria - grade 3

  In addition to criteria in grade 1, the student understands and can evaluate concepts, methods and knowledge related to making strategic content marketing decisions for different types of business needs and market challenges.
  
  S/he can lead oneself and use various types of creative planning resources according to business/operational needs. S/he can deliver an effective content plan and produce attractive narrative content for digital channels based on customer and market insight.
  
  S/he can can act independently and manage creative planning process and various storytelling solutions successfully via multiple channels.

  Assessment criteria - grade 5

  In addition to the criteria for grade 3, the student can critically evaluate and innovate customer-centric concepts, methods and knowledge related to developing content marketing solutions for various types of business needs and market challenges of the commissioning non-profit organisation.
  
  As part of a creative team, she/he can implement and manage creative planning processes independently, constructively and effectively, while supporting the learning process of others. S/he can initiate and influence co-operation between different stakeholders and prioritise actions.
  
  S/he can proactively seek and analyse business critical and project specific information to continuously improve the creative planning process and to boost the success of various storytelling solutions in given contexts and on multiple digital platforms.
  
  He/she demonstrates excellent commitment and attitude to course responsibilities and assignments and is able to carry out the creative project / assignments according to the given deadlines.

  ---

  Teachers

  Wallace Reynolds, Eeva Puhakainen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  05.04.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 01.04.2021

  Groups

  • MACOMF
  • MACOME
  • 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

•     Learning Culture in Organisations ORD2HM102-3007 29.03.2021-21.05.2021  5 cr  (MAICTE, ...) +-
  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

  Independent virtual learning altogether 135 h (no contact lessons, only independent learning)
  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 assignment is related to develop students’ working communities.

  Campus

  Pasila Campus

  Teaching language

  English

  Internationality

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

  Timing

  29.03.2021 - 21.05.2021

  Learning assignments

  Pre-assignment 1: Instructions will be given no later than one week before the course begins.
  Instructions for exams and other assignments will be given at the beginning of the course.

  Enrollment

  04.01.2021 - 26.03.2021

  Content scheduling

  More detailed schedule will be published on Moodle before the beginning the course.

  Groups

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

  Alternative learning methods

  Please contact the responsible lecturer.

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

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Further information

  Pre-assignment, exam, learning assignment

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Learning Culture in Organisations ORD2HM102-3008 25.01.2021-19.03.2021  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.

  ---

  Teachers

  Anne Koppatz

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  25.01.2021 - 19.03.2021

  Enrollment

  04.01.2021 - 22.01.2021

  Groups

  • MALEAE
  • MASTRE
  • EXCH
  • ONLINE

  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

•     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

•     Online Store as Sales Channel SAL4HM104-3003 18.01.2021-29.03.2021  5 cr  (MASALE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Analysis of the operational environment
  - Customer experience in an online store
  - Comparison of online store platforms
  - Online store as a business model and sales channel
  - Multichannel solutions and market places
  - Founding of an online store and software solutions

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the possibilities of multichannel environments and recognises different operational environments when making a base for an online store. S/he knows the starting points of building an online store and understands the role of marketing in ecommerce. The student understands the characteristics of ecommerce and its role in multichannel business. S/he knows the steps of founding an online store, can build product range and produce product descriptions. The student can market an online store via different channels. S/he knows about the possibilities of agile marketing in a digital environment. The student knows the essential juridical requirements for an online store.

  Assessment criteria - grade 3

  The student recognises the possibilities of multichannel environments and can analyse operational environments to make a base for an online store. The student knows the characteristics of online stores and their roles in multichannel business. S/he knows the requirements for BtoC and BtoB online stores. The student can set up and build a customer-oriented online store with applicable supply and product descriptions. The student can market the online store via different channels and apply the possibilities of agile marketing in a digital environment to grow sales. The student knows the essential juridical requirements for an online store.

  Assessment criteria - grade 5

  The student analyses the possibilities of a multichannel environment and the operational environments in which to make a base for an online store. The student comprehensively knows the characteristics of online stores and their role in multichannel business. S/he understands the requirements for BtoC and BtoB online stores. The student can set up and build an online store with applicable supply and product descriptions. The student can market the online store via different channels and apply the possibilities of agile marketing in a digital environment to grow sales. The student comprehensively knows the essential juridical requirements for an online store and can assess and apply them in the online store.

  ---

  Teachers

  Marko Mäki

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 29.03.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • MASALE
  • ONLINE
  • MASALF

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  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

•     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.

  ---

  Teaching methods and instruction

  Online based including teaching and coaching virtually and participation in group discussions on online platforms

  Learning material and recommended literature

  Printed /e-books
  Selling and Sales Management, 9th edition, David Jobber and Geoff Lancaster ( 2019)
  Sales Management - Strategy, Process and Practice, 4th edition , 2017, Cuevas, Donaldson & Lemmens
  
  
  Oivaltava myynti – asiakkaana organisaatio, Hänti, Kairisto-Mertanen, & Kock, 2016, Edita
  
  Strategiana Asiakaskokemus, Saarijärvi, H. Puustinen P., Docendo 2020
  
  and additional articles and other material to be shared in Moodle by the teacher or the team

  Teachers

  Pekka Polvinen

  Working life connections

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

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exams . Passing the module is based on submitting the assignments according to the requirements.

  Teaching language

  English

  Internationality

  Depending on the implementation. Students’ backgrounds and work environments will bring an international perspective to the course. Internationality can also be present through case studies, books, articles and assignments.

  Timing

  26.10.2020 - 18.12.2020

  Learning assignments

  Individual assignment ( Can be done either in Finnish or in English) - weight / share of grade 50%
  
  Individual active interaction in team and on the discussion platform weight / share of grade 20 %
  Team assignment weight / share of grade 30 %

  Enrollment

  15.06.2020 - 30.10.2020

  Content scheduling

  Period 2
  Mondays - starting 26.10.2020

  Groups

  • MASALE
  • EXCH
  • MASALF

  Alternative learning methods

  To be agreerd separately
  
  Recognition of prior learning (RPL)
  If students have acquired the required competence in previous work tasks, recreational activities or on another course, they can demonstrate their competence by presenting their skills 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

  Assessment components and weights
  
  Individual assignment ( Can be done either in Finnish or in English) 50 %
  
  Individual active interaction in team and on the discussion platform 20 %
  Team assignment 30 %
  
  Assignments to be submitted according to submission dates instructed by the teacher

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  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

•     Robotic Automation DIG4HM103-3002 18.01.2021-21.05.2021  5 cr  (VIR, ...) +-
  Learning objectives

  • model business information processes
  • recognize and evaluate opportunities for robotic automation
  • implement a software robot for task automation
  • design a business process automation using a software robot

  Starting level and linkage with other courses

  The student must be ready for self-directed study planning, stand-alone information seeking on discussion forums and trial-and-error approach for completing hands-on exercises. No prior programming experience is required and all exercises are done using graphical software tools. However, very basic algorithmic skills are needed and the student must acquire these skills independently whenever needed.

  Contents

  • visual modelling of information processes
  • preconditions for robotic business process automation
  • industry case studies of robotic process automation
  • development tools for software robots
  • implementation of a software robot for task level automation
  • design of a process level automation

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the basic concepts of robotic automation and its application for business process improvement. They manage the basic use of the automation tool and are capable of designing an automation of a simple task.

  Assessment criteria - grade 3

  The student has a good understanding of the robotic automation concepts and its application for business process improvement. They manage the use of the automation tool well and are capable of designing a business process automation.

  Assessment criteria - grade 5

  The student has an excellent understanding of the robotic automation concepts and its application for business process improvement. They manage the use of the automation tool excellently and are capable of designing a challenging business process automation.

  ---

  Teachers

  Jouni Soitinaho

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 21.05.2021

  Learning assignments

  Practical automation programming exercises
  Tests of the theoretical knowledge (quizzes)

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • VIR
  • MADIGE
  • MADIGF
  • EXCH

  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

•     Service Design EXP4HM101-3003 25.01.2021-21.05.2021  10 cr  (MAEXPE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Design thinking and service design concepts, terminology and principles
  - Customer-centred service development processes
  - Customer-centred experience development processes
  - Methods and tools for service design
  - Creativity for useful, usable, and desirable service design innovations
  - Prototyping service concepts
  - Visualising and explaining effective, efficient, and distinctive service concepts
  - Development of profitable business models for services

  Assessment criteria

  Assessment criteria - grade 1

  The student can apply the key concepts, terminology related to service design and knows service design principles. They can also use management models and methods in the development and design of services and experiences concepts and can follow service design processes and use tools. Together in an interdisciplinary team the student can research customers, stakeholders, the service provider, trends, contexts and evaluate insights whilst generating ideas to create a new concept or solution. They can synthesize insights and guide strategic direction or alignment.

  Assessment criteria - grade 3

  In addition to the skills and competences mentioned for Grade 1, the student can apply knowledge, management models and methods in the development and design of services and experience concepts. In addition, they can choose appropriate management models and methods for the development and design of services and experience concepts and can apply service design processes and tools. They can predict new opportunities for service and experience development, and adequately judge ideas for creating a new concept or solution. They can generate innovative and desirable ideas for ‘new’ transformative services or experience concepts, systems or touchpoints and can lead service design projects that solve a ‘real’ service problem or yield an opportunity.

  Assessment criteria - grade 5

  In addition to the skills and competences mentioned for Grades 1 and 3, the student can comprehensively predict new opportunities regarding the development of services and experiences and can adequately judge ideas to create a new concept or solution. Independently and successfully s/he can lead service design projects that solve a “real” service problem or yield an opportunity and contribute to organisational change of mindset. Develop a profitable business model for a service or experience concept or solution. Independently s/he can solve real-life problems regarding services and generate services real-life opportunities.

  Further information

  This course replaces the following courses from the previous curriculum:
  - ATB2RQ104 Design Thinking in Tourism (10 ECTS)
  - REG3RY003 Service Design and tuotekehitys palveluissa (10 ECTS)

  ---

  Teachers

  Riina Iloranta, Mario Passos Ascencao, Vesa Heikkinen

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  n/a

  Teaching language

  English

  Timing

  25.01.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 22.01.2021

  Content scheduling

  day-1:
  day-2:
  day-3:
  day-4:
  day-5:
  day-6:

  Groups

  • MAEXPE
  • EXCH
  • ONLINE

  Alternative learning methods

  n/a

  Mode of delivery

  80% Contact teaching, 20% Distance learning

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  R&D proportion

  2 cr

  Virtual proportion

  2 cr

  Evaluation scale

  H-5

  Credits

  • 10 cr

  Unit

  RDI-services

•     Strategic Brand Management COM4HM101-3004 18.01.2021-21.05.2021  5 cr  (MACOMF, ...) +-
  Learning objectives

  Upon successful completion of the course, the student is able to
  - Understand and describe brand management and its significance as a strategic tool in the global business environment
  - Apply theories of branding, communication and marketing to practical contexts
  - Recognise and address the interests of various stakeholder groups
  - Create and sustain networks of collaboration with internal and/or external partners
  - Apply problem identification, analysis and solving in real-life cases

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Branding and brand management as a strategic tool in an organisation
  - Marketing and communication; key concepts and practical domains
  - Identification, prioritisation and management of internal and external stakeholders
  - Reputation, issue and crisis communication

  Assessment criteria

  Assessment criteria - grade 1

  The student is familiar with the basics of brand management and the various aspects of communication and marketing as strategic tools for business management. S/he identifies key concepts, processes and tools of branding, communication and marketing. S/he identifies opportunities for branding and areas for development in an organization.

  Assessment criteria - grade 3

  The student is able to design solutions that benefit business based in theories of branding, communication and marketing. S/he can utilize key concepts, processes and tools related to branding, communication and marketing when justifying her/his own choices to practical business needs. S/he can evaluate and develop brand management processes and activities for the internal and/or external needs of an organization.

  Assessment criteria - grade 5

  In addition to the criteria above, the student can critically evaluate and develop concepts, processes and knowledge related to brand management. S/he can integrate brand perspectives into the company’s business planning and management processes in different contexts. The student can develop new ways of working and justify his/her own views successfully. S/he is able to identify key stakeholders in terms of brand management and to justify strategic choices and prioritize activities in a stakeholder-driven manner.

  Further information

  This course replaces following course(s) in the current curriculum:
  COM2LJ002 Planning and Leading Communications
  COM2LJ008 Stakeholder Communications
  COM4LJ006 Issue / Crisis Communication
  MGT4LG210 International marketing
  MGT4LG211 Leading by branding
  REG3RY010 Palvelubrändin hallinta

  ---

  Teachers

  Mirka Sunimento

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 21.05.2021

  Enrollment

  04.01.2021 - 15.01.2021

  Groups

  • MACOMF
  • VIR
  • MACOME
  • EXCH

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  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

•     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 Human Resources Management LEA4HM101-3002 18.01.2021-19.03.2021  5 cr  (MALEAE, ...) +-
  Learning objectives

  Strategic Human Resource Management (SHRM) explores different aspects of human resource management at strategic levels in an organisation. The goal of the course is to present Human Resource Management as an enabler of business success.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  • Strategic role of HRM in the organizations
  • The key concepts and models of HRM
  • HRM practices and their strategic role
  • HRM future trends & challenges

  Assessment criteria

  Assessment criteria - grade 1

  The student is able to identify some HRM trends, strategies and theories. She/he is able to define some of the HRM processes and to list and explain some elements of good people management. The student is partway able to explain how HRM is linked to business success.

  Assessment criteria - grade 3

  In addition to the previous level, the student is able to apply different models to describe and analyze HRM processes and practices. The student is able to recommend suitable approaches and apply conceptual models for different situations.

  Assessment criteria - grade 5

  In addition to the previous levels, the student is able to critically analyze people management processes, practices and trends. The student is able to compare and evaluate various models and development methods from different perspectives and apply them in the different types of contexts.

  Further information

  This course replaces the following courses from the previous curriculum:
  - International Talent Management
  - Henkilöstövoimavarojen johtaminen.

  ---

  Teaching methods and instruction

  Virtual course + one meeting (zoom / classroom depending on Corona) on Saturday 6th of March 2021, 9-16.

  Learning material and recommended literature

  Learning materials are published when the course begins

  Teachers

  Johanna Maaniemi

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 19.03.2021

  Learning assignments

  Learning assignments are published when the course begins. Course includes individual learning assignments + working in groups during the one contact lesson (in 6th of March)

  Enrollment

  04.01.2021 - 15.01.2021

  Content scheduling

  18th January - 19th March 2021

  Groups

  • MALEAE
  • MALEAF
  • EXCH
  • ONLINE

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  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

•     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.

  ---

  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. Online support is offered during the course.
  The Moodle site of the course will be available on January 18.

  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.

  Enrollment

  04.01.2021 - 15.01.2021

  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.

  ---

  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
  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

•     Strategy in Practice STR4HM102-3007 29.03.2021-21.05.2021  5 cr  (VIROS, ...) +-
  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.

  ---

  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.
  
  Teams will receive feedback for the four (4) recorded team assignments. See more specific information in the "Weekly agenda and time-schedule of the team assignments" in the Moodle.

  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

  29.03.2021 - 21.05.2021

  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

  04.01.2021 - 26.03.2021

  Content scheduling

  Week Topics
  
  1st Kick-off for the course at the Pasila campus:
  content, assignments + virtual working/learning methods and platforms
  
  2nd Strategic Planning and/or Preparedness
  
  3rd Positioning vs. Continuous Adaptation
  
  4th Entrepreneurship and Strategy
  
  5th Principles of Execution, Innovation and Strategy
  
  6th Scorecards/Tools and Management Systems
  
  7th Disruptive Strategies
  
  8th Presentations of the teamwork (recorded video)

  Groups

  • VIROS
  • MASTRE
  • EXCH
  • MASTRF

  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-enrolment week or latest when attending the first lecture.

  According to the HH's course feedback procedures.

  Mode of delivery

  20% Contact teaching, 80% 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

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

  Virtual proportion

  4 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

Academic year 2021 - 2022

There is no implementations attached to this degree programme.