Brand Experience Development - Opinto-opas

By the end of this course, participants will be able to:
• Define and explain the key concepts and principles of brand development, such as brand identity, brand positioning, brand image, brand equity, etc.
• Analyse and evaluate the brand of a service company, using relevant tools and frameworks, such as audit brandsphere.
• Develop a theoretical process model of brand experience development
• Identify and apply the elements and techniques of transmedia storytelling and sensory branding to create and enhance the brand experience of a service company.
• Develop a brand experience development programme for a service company.
• Plan a brand experience measurement system, using appropriate methods and metrics, such as brand experience scale.

The course has no prerequisites.

• Fundamentals of brands and branding
• Brand management concepts and frameworks
• Distinctive features of 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

When the implementation type of the course is CONTACT, ONLINE or BLENDED it is required that the student is present during those teaching hours that are marked in the study schedule. If you are absent more than 25 %, your grade will be lowered by one. If you are absent more than 50 %, the course is failed.

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.

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 incorporate brand experience into 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.

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.

This course unit is part of the master's degree's curriculum. Completion of the course requires master's study entitlement.

This course uses blended learning pedagogical approaches, such as flipped classroom, supported by three main learning forms: (1) online contact learning; (2) directed learning; and (3) self-directed Learning. A proportion of the course hours provide the opportunity for online learning contact between students and experts (the facilitators and industry partners). Six to eight interactive online contact learning sessions will be available to participants via interactive learning methods. The forms of directed learning used are individual and team learning activities. Self-directed learning is also an important part of this course, and participants 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 and Microsoft Teams platform for online learning contact sessions.

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

Aarni Tuomi

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.
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* Aaker, D. A. & Joachimsthaler, E. (2009). Brand Leadership: Building Assets in an Information Economy. London: Free Press.
* Aaker, D. A. (2010). Building Strong Brands. London: Simon & Schuster.
* de Chernatony, L. (2006). From Brand Vision to Brand Evaluation: The Strategic Process of Growing and Strengthening Brands. 2nd Edition. Oxford: Butterworth-Heinemann.
* Hultén, B., Broweus, N. & van Dijk, M. (2009). Sensory Marketing. Basingstoke: Palgrave Macmillan.
* Jenkins, H., Ito, M. & Boyd, D. (2015). Participatory Culture in a Networked Era: A Conversation on Youth, Learning, Commerce, and Politics. Malden: Polity Press.
* Kalliomäki, A. (2014). Tarinallistaminen: Palvelukokemuksen Punainen Lanka. Helsinki: Talentum.
* Keller, K. (2007). Strategic Brand Management: Building, Measuring, and Managing Brand Equity. 3rd Edition. Upper Saddle River: Pearson Education.
* Keller, K. L., Apéria, T. & Geor, M. (2008). Strategic Brand Management: A European Perspective. Harlow: Pearson Education.
* Lindstrom, M. (2005). Brand Sense: How to Build Powerful Brands Through Touch, Taste, Smell, Sight and Sound. New York: Free Press.
* Moilanen, T. & Rainisto, S. (2009). How to Brand Nations, Cities and Destinations: A Planning Book for Place Branding. Basingstoke: Palgrave Macmillan.
* Schmitt, B. H. & Rogers, D. L. (2008). Handbook on Brand and Experience Management. Cheltenham: Edward Elgar Publishing.

In this course, participants will learn how to apply brand development theories and models/frameworks to 'real-world' situations. They will have the option to work on their own organisation or an organisation of their choice.

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. The readings include international resources. The learning activities can also be done in Finnish, and they encourage participants to explore and reflect on ‘glocal’ issues and perspectives whilst contributing to intercultural competence.

18.08.2025 - 10.10.2025

* 20% Pre-assignment * 80% Post-assignment (project)

11.08.2025 - 15.08.2025

* Session 1: Tue 19.08.2025, 17.40-20.30
* Session 2: Tue 26.08.2025, 17.40-20.30
* Session 3: Tue 02.09.2025, 17.40-20.30
* Session 4: Tue 09.09.2025, 17.40-20.30
* Session 5: Tue 16.09.2025, 17.40-20.30
* Session 6: Tue 23.09.2025, 17.40-20.30
* Session 7: Tue 30.09.2025, 17.40-20.30
* Session 8: Tue 07.10.2025, 17.40-20.30

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* Recognition of prior learning (RPL):
If students have acquired the required competencies in previous work tasks, recreational activities or on another course, they can show their competencies 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

20 - 60

* 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/their individual performance, not in relation to the performance of others.

PAKEM Palveluliiketoiminnan johtamisen ja kehittämisen koulutus

0.00 cr

5.00 cr

H-5