This course uses blended learning pedagogical approaches, such as flipped classroom, supported by three main learning forms: (1) contact learning; (2) directed learning; and (3) self-directed Learning. A proportion of the course hours provide the opportunity for learning contact between students and experts (the facilitator and industry partners). Three interactive contact learning days are available to participants via interactive learning methods. The types of directed learning used are individual and team learning activities. Self-directed learning is also an important part of this course, and students are encouraged to develop their ability to learn on their own and thus to take more responsibility for setting the objectives of their study work. This course uses Moodle as the course’s virtual learning environment.

In short, this course provides:
* 24 hours of contact teaching/learning
* 110 hours of directed and self-directed learning
* 1 hour of assessment of one’s own learning

Riina Iloranta

This course will draw on a fair amount of both conceptual and empirical reading. It requires a high degree of personal study, and participants are expected to find relevant materials, read widely, and think critically. A modest amount of reading prior to each session is to be expected. Below, participants can find several indicative publications, which serve as background to the course. Other resources relevant for this course will be available on the course’s Moodle page.
>>>
* Boswijk, A., Peelen, E. & Olthof, S. 2012. Economy of Experiences (3rd ed.). Amsterdam: European Centre for the Experience Economy.
* Christensen, J. 2009. Global Experience Industries: The Business of the Experience Economy. Aarhus: Aarhus University Press.
* Gilmore, J. H., & Pine II, B. J. 2007. Authenticity: What Consumers Really Want. Boston: Harvard Business School Press.
* Jensen, R., & Aaltonen, M. 2013. The Renaissance Society: How the Shift from Dream Society to the Age of Individual Control will Change the Way You Do Business. New York: McGraw-Hill.
* Kuiper, G. & Smit, B. 2014. Imagineering: Innovation in the Experience Economy. CABI Publishing. Wallingford.
* O’Dell, T., & Billing, P. 2005. Experiencescapes: Tourism, Culture and Economy. Copenhagen: Copenhagen Business School Press.
* Pine II, B. J., & Gilmore, J. H. 2019. The Experience Economy: Competing for Customer Time, Attention, and Money (Revised ed.). Boston: Harvard Business Review Press.
* Sundbo, J. & Sørensen, F. (Eds) 2013. Handbook on the Experience Economy. Edward Elgar Publishing. Cheltenham.

* Students will participate in learning activities related to different stakeholders.

Pasila Campus

N/A

English

This course fosters the development of an international mindset by incorporating international elements and examples into the learning content. The facilitators use instructional methods that are appropriate for culturally diverse participants. Some lessons or parts of them are conducted in English. The readings include international resources. The learning activities can also be done in English, and they encourage participants to explore and reflect on 'glocal' issues and perspectives whilst contributing to intercultural competence.

13.01.2025 - 14.03.2025

* 4 Assignments

02.01.2025 - 10.01.2025

* Session 1: Sat 8.2.2025, 9:00-15:45
* Session 2: Sat 1.3.2025, 9:00-15:45
* Session 3: Sat 5.4.2025, 9:00-15:45

• MAEXPE
• CONTACT
• MAEXPFHA
• EXCH

* Recognition of prior learning:
If students have acquired the required competences in previous work tasks, recreational activities or on another course, they can show their competences via a demonstration. The demonstration must be agreed with the course teacher. More information and instructions for recognising and validating prior learning (RPL) are available at https://www.haaga-helia.fi/en/recognition-learning Look at "Instructions to students (master)"

Mario Passos Ascencao, Aarni Tuomi

15 - 25

* This course employs both formative and summative assessment methods.

The Haaga-Helia University of Applied Sciences grading scale is not a proportionate scale and does not therefore fully correspond to the ECTS grading scale. The difference is: the ECTS system is based on an expectancy of the distribution of different grades, the Finnish system is not. This means that in the Finnish system there is no rule or expectation as to how big a proportion of the participants in any given course can be given what grade; each student is graded on his/her individual performance, not in relation to the performance of others.

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

0.00 cr

1.00 cr

H-5