BUTEM Degree Programme in Business Technologies

BUTEM Degree Programme in Business Technologies
Master of Business Administration, 90 ECTS

Master of Business Administration

Programme
Curricula
Implementations

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.

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.

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.

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
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.

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.

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
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

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
Cloud Services ICT4HM101-3002 18.01.2021-21.05.2021 5 cr (MAICTE, ...) +-
Learning objectives

The overall objective of the course is to give the students insight into cloud services from both business and technology perspectives. Typically, business students focus more on the business value whereas information technology students have a stronger focus on technology.

Upon successful completion of the course, the student
- knows the concept and definition of cloud computing
- understands the opportunities of cloud services from the business viewpoint
- understands how cloud computing may be used in product development, software development as well as in infrastucture
- knows how to use at least one of the most common PaaS and IaaS platforms for developing software and for administering virtual servers
- is capable of planning and implementing a cloud services related project

Starting level and linkage with other courses

The student may focus on the business aspects or on the technical aspects of cloud services. The former approach does not require any specific technical skills but for the latter approach, basic information systems tools and architectures knowledge is assumed.

Contents

- Introduction to cloud computing
- Service models: SaaS, PaaS, IaaS
- Deployment models: private cloud, public cloud, hybrid cloud and community cloud
- Serverless architecture or FaaS
- Cloud services in product development
- Company cases illustrating the practical aspects of cloud services.
- A project work either with a business orientation around SaaS or with a technical orientation. The technically oriented project topics deal with IaaS or PaaS.

Assessment criteria

Assessment criteria - grade 1

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

Assessment criteria - grade 3

The student has a good understanding of cloud services and their application to create 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 cloud services and their application to create value for business. S/he knows related software tools and is skilled at using them in practice.

Further information

This course replaces the previous curriculum’s course Cloud Services.

Teachers

Harri Ahola

Campus

Pasila Campus

Teaching language

English

Timing

18.01.2021 - 21.05.2021

Enrollment

04.01.2021 - 15.01.2021
Groups
- MAICTE
- MAICTF
- EXCH
- ONLINE
Mode of delivery

Distance learning

Seats

5 - 40

Degree Programmes

BUTEM Degree Programme in Business Technologies, LITEM Degree Programme in Business Technologies

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 RDI2HM102-3004 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
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
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
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
ICT Security Basics from Trust to Blockchain ICT4HM103-3002 29.03.2021-21.05.2021 5 cr (MAICTE, ...) +-
Starting level and linkage with other courses

No prerequisites.

Contents

- The basic concepts of data security. CIA (confidentiality, integrity, availability). Confrontation. The attacker's perspective and pentest. What does ICT security involve? The most effective, common and successful techniques for attacking businesses.
- Low hanging fruit, defender’s perspective. Basic ICT security tools. ICT security with ulterior tools. Possible additional issues: easy attacks in practice.
- Encryption. Importance of CIA. How to decrypt encryption? When does encryption need not be broken? Symmetric and asymmetric encryption. Seals. Two-sided authentication. Traffic measurement intelligence.
- Practical encryption techniques. Email encryption with PGP. Public Key Infrastructure. Decentralised and centralised trust. TLS CA vs. PGP PKI trust.
- Modern encryption techniques. Anonymous networks, TOR. Virtual private networks and their substitutes. Encrypted, decentralised distributed file sharing within an organisation.
- Block chains
- Cryptocurrency

Assessment criteria

Assessment criteria - grade 1

The student knows the concepts of information security at a basic level, can use the required tools individually by following instructions in a book, has returned homework, but failed to complete all tasks due to recurring situations, which have prevented the continuation of study.

Assessment criteria - grade 3

The student is familiar with the basic concepts of information security and is able to explain in a general way, for example, how they can be used as tools; can use the tools in normal situations and is able to identify examples of how to apply security principles to everyday personal and business life.

Assessment criteria - grade 5

The student understands the basic concepts of information security and the tools to be used in that relationship; identifies examples of the use of basic concepts – also within new situations; is able to solve simple problem situations and use new features that have been added to familiar tools; can identify threats to security and is able to put them in context and is able to initiate the improvement of personal and business security by applying principles found in to day-to-day data knowledge security.

Further information

No replacements.

Teachers

Tero Karvinen

Campus

Pasila Campus

Teaching language

English

Timing

29.03.2021 - 21.05.2021

Enrollment

04.01.2021 - 26.03.2021
Groups
- MAICTE
- MAICTF
- EXCH
Mode of delivery

Contact teaching

Seats

5 - 25

Degree Programmes

BUTEM Degree Programme in Business Technologies

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
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

Academic year 2021 - 2022

There is no implementations attached to this degree programme.

Course Structure Diagram

Name and level of degree

Master of Business Administration, Master's Degree

Admission requirements and applications

Act of Polytechnics 9.5.2003/351 20§

Before applying see the admission criteria at www.studyinfo.fi

Scope and duration of the degree

The scope of the studies is 90 ECTS completed in 1.5 to 3 years as part-time of full time studies.

Recognition of learning

Studies can also progress through the use of competencies acquired in the past or competencies acquired at work during the studies.

Mode of study

The mode of studies is blended and the amount of independent studying, virtual studies and sessions on campus depend on the student’s individual study plan and the chosen courses. There are several types of course implementations to choose from, such as evening, intensive, partly or fully virtual. Depending on the course implementation, the learning sessions take place in evenings, weekends, virtually, and as intensive studies.

Language of tuition

The language of the studies is English.

Degree requirements and decrees

The degree curriculum includes core studies, specialization studies, free choice studies, thesis and maturity test.

Haaga-Helia's operations are governed by the Act on Studies in Universities of Applied Science 18.12.2014/1129 (in Finnish) and Haaga-Helia's Degree Regulations.

Study attainments and assessment

The course assessment criteria are available in the course descriptions. More information about the course assessment is available in Haaga-Helia's Degree Regulations.

Degree profile, targets and structure

The Master's Degree Programme in Business Technologies prepares the students for work in challenging expert and managerial positions in the field of ICT and business digitalization. The degree programme is suitable for ICT and business professionals who want to proceed in managerial and expert positions in the field of ICT and digitalization.

After the studies the graduates will be able to develop business information management solutions by evaluating and utilizing digital technologies. They are capable of recognizing the opportunities of leading-edge digital technologies and applying them for creating new business value and enhancing the business operations. They will work in positions, for example: designers and leaders of business digitalization, managers of information system development projects, managers of information system services, consultants and trainers in ICT.

Curriculum Structure:
Core Studies 20 ECTS
Specialization Studies 20 ECTS
Free Choice Studies 20 ECTS
Thesis 30 ECTS

Specializations:
Digital Business Opportunities
Entrepreneurial Business Management
ICT Services and Systems

Studies provide students with general competences, such as interaction competency, required in all organizations and with business specific skills and competencies, depending on the chosen specialization area by the student.

Compulsory studies focus on research and development skills as well as competences needed in developing organizations and leading change. Studies enhance students’ abilities in analytical and critical thinking and problem solving. Specialization studies focus on digital technologies and business related skills and competencies. Studies enhance the students’ ability to apply current research knowledge in their professional field.

In the beginning of studies, students choose their specialization, on the basis of individual career goals and development needs. The specialization studies together with thesis account for the majority of the Master's studies.

Internationalisation

The students represent various nationalities and work in organisations operating in global settings, which allows learning to take place in multicultural teams. The learning assignments mirror professional’s work in a global setting. The students can also take part in an exchange program with selected partner universities of Haaga-Helia UAS.

Work placement and cooperation with the business community

The courses include industry and business visitors and address the challenges of organizations and business. In addition, the thesis is a development project undertaken within an organization.

Career opportunities

The programme encourages students to study and work concurrently, which gives the students the opportunity to integrate real-life projects in studies. This exchange between work and study enhances the skills and competencies the students need to advance professionally.

Postgraduate studies

For example university studies (Ph.D.) or vocational teacher's programme

Alumni activities

Haaga-Helia's alumni network is very active. Read more about our alumni relations and update your contact information to receive information about upcoming events, further education and Haaga-Helia's news.

Contact information

Haaga-Helia University of Applied Sciences

Pasila campus
Ratapihantie 13
00520 Helsinki
admissionservices.pasila(at)haaga-helia.fi

Head of the Degree Programme
Jouni Soitinaho, jouni,soitinaho(at)haaga-helia.fi