Study Guide

Objectives (course unit)

This fundamental course familiarizes the student with the principles and methods of academic research and academic writing. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis.
*
When the student has passed the course he/she will know the following:
- difference between everyday knowledge and scientific knowledge
- meaning and justification of academic research in society
- nature of academic research
- rules and ethics of academic research
- differences between various research approaches
- most common research strategies and methods
- concepts of academic research
- critical perspective in information and sources
- research process stages
- importance of reference teqhnique
- structure of thesis
*
After completing the course the student can:
- use and apply concepts of academic research
- identify and find academic texts and sources
- choose a suitable research approach and methods
- prepare a research plan
- apply academic reference technique
- plan thesis structure
- analyze academic texts
When the student has passed the course he/she will be:
- skillful in planning research setting
- a leader to plan academic publications/documents in the organization
- a professional to analyse and produce academic texts

Content (course unit)

- Basic concepts of academic research
- Rules and ethics of academic research
- Main strategies and approaches of academic research
- Structure of academic thesis
- Analyzing academic texts
- Preparing research plan

Assessment criteria, pass/fail (course unit)

Criteria for PASS:
The student understands the overall process of designing a research project from the beginning  to the final report. He/she is able to identify ethical issues in research. He/she knows the difference between quantitative and qualitative research. The student is familiar with the criteria for evaluating the quality of a research project. The student is able to articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. He/she is familiar with basic data collection and analysis methods. The student is able to write a research proposal. 

Assessment scale

0-5

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Assessment criteria, satisfactory (1-2) (course unit)

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

Assessment criteria, good (3-4) (course unit)

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Location and time

-01.09.2023 12.30 - 16.30, B5-31
-03.11.2023 08.30 - 11.30, B5-31
-07.12.2023 12.30 - 15.30, B5-31

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Assessment criteria, satisfactory (1-2) (course unit)

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

Assessment criteria, good (3-4) (course unit)

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Location and time

-01.09.2023 08.30 - 11.30, C4-04b
-10.11.2023 08.30 - 11.30, B5-31
-14.12.2023 12.30 - 15.30, B5-31

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

The course aims at improving the students’ understanding of conflict management, resolution and communication, in an organizational environment. Furthermore, crisis communication is among the essential topics of the course. The participants will examine the skills, knowledge and understanding to settle internal conflict management disputes that may arise between individuals and groups of individuals due to the pressures of contemporary business. They will also explore external conflict management issues that affect image, brand and stakeholder relations.



After completing the course, participants will be able to:

- plan and implement efficient change and crisis communication
- demonstrate an understanding of the role and importance of communication in leading people and - organizations in demanding circumstances
- prepare communication plans in advance for change and crisis situations
- explain the process of managing and resolving conflicts
- demonstrate an understanding of his/her natural conflict management styles
- Illustrate that they can adapt their conflict management style in accordance with the requirements of various conflict situations

Content (course unit)

Change communication
Crisis communication
Conflict management
Influencing and lobbying

Assessment criteria, satisfactory (1-2) (course unit)

The student understands basic concepts of conflict management, change and crisis communication and influencing (lobbying). He/she is able to recognize situations where those are needed.
He/she knows the significance of conflict management, crisis communication and influencing in terms of advocating welfare of the organization he/she represents. The student is modestly able to apply the tools and best practices of conflict management, crisis communication and influencing in simple cases.

Assessment criteria, good (3-4) (course unit)

The student understands profoundly why conflict management, change and crisis communication and influencing are important for any organization. He/she has the ability to apply conflict management, change and crisis communication and influencing theories in conjunction with real life cases. He/she is able to produce credible and implementable conflict management, change and crisis communication and influencing plans for situations where those are needed. The student is able to act in a sustainable and ethical way in delicate conflict and crisis situations.

Assessment criteria, excellent (5) (course unit)

The student is able to take initiative in complex conflict and crisis situations, as well as in lobbying for his/her organization. He/she is able to lead the group responsible for prompt action that is often required, in terms of preserving the organization from winding up in further predicament. The student can be entrusted the role of a spokesperson and mediator even in the most demanding conflict and crisis cases.
He/she fully understands the significance of trustworthy appearance while addressing demanding cases on behalf of his/her organization

Assessment scale

0-5

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

Assessment criteria, good (3-4) (course unit)

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Assessment scale

0-5

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

Assessment criteria, good (3-4) (course unit)

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

Assessment criteria, satisfactory (1-2) (course unit)

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

Assessment criteria, good (3-4) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Leadership theories and practices
2) Self-leadership
3) Motivation
4) Leading a team
5) Competence management
6) Coaching skills
7) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teachers Päivi Mayor, paivi.mayor@tuni.fi and Toni Lehtimäki, toni.k.lehtimaki@tuni.fi

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

Assessment criteria, satisfactory (1-2) (course unit)

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

Assessment criteria, good (3-4) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Leadership theories and practices
2) Self-leadership
3) Motivation
4) Leading a team
5) Competence management
6) Coaching skills
7) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teachers Päivi Mayor, paivi.mayor@tuni.fi and Toni Lehtimäki, toni.k.lehtimaki@tuni.fi

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

This course provides students with advanced knowledge and skills to manage finances in rapidly changing business environment. Emphasis is put on project financing and cash flow management.
When the student has passed the course he/she will know:
- The role of Management Accounting
- Cost-Volume profit analysis, volume and pricing
- Cost accounting basics
- Product costing and activity based costing methods
- Reporting practices
- Project accounting principles
- How to utilize financial estimating
- Investment projections
After completing the course the sudent can:
- Make supportive management calculations
- Understanding the need for cost centers and project dimensions
- Prepare and adopt financial reports
- Obtain ideas for improving business profitability
- Rate investments based on financial outcome
- Provide managerial finance contribution
When the student has passed the course he/she will be:
- Able to contribute business decisions from financial perspective
- Able to make financial projections for future business
- Able to set range of ‘what if analysis’
- Able to compare options form financial point of view
- A project manager with the skill to manage the finances

Content (course unit)

The course focus on managerial finance topics, it requires comprehensive financial knowledge. The themes are more advanced, covering principles and practices for improving business profitability from financial point of view. The aim is to encourage and develop business understanding from financial perspective. Both lecturing and related exercises are to be utililized.

Assessment criteria, satisfactory (1-2) (course unit)

The student can name the core fields of management accounting, recognises the relevant management accounting principles and practices used by companies and understands the role of management accounting in business. The student is able to identify the common management accounting tools and methods used and provides plain performance in course tasks and participation. The student knows the principles to make basic calculations related to theme. The student can give and receive feedback, minimum level, takes responsibility as an individual learner, acts as part of team under supervision and recognises his/her level of interaction.

Assessment criteria, good (3-4) (course unit)

The student is able to structure and connect the role of management accounting in company operations, apply the management accounting tools and concepts used by companies, explain why and how to use various management accounting methods and explain the need for targeting profitable business. The student can make simple profitability calculations with analysis, company financial projections and relevant financial comparisons for management decision making. The student can simulate various factors for making profitable company.
The student can give and receive constructive feedback, operate in professional manner by recognizing relevant scope and needs, develop his/her interaction skills adding value to the team and take responsibility as needed.

Assessment criteria, excellent (5) (course unit)

The student is able to adapt the course themes at professional level, find and translate the course themes, expand the context by bringing authentic perspectives, experiences and opinions and analyse the selected management accounting themes. The student finds the academic approach to management accounting and uses additional research papers and academic sources. The student activates mindset to connect financial accounting in working life situations. The student can build creative solutions by combining the course themes, evaluate outcomes, look for new opportunities and justify the decisions made. The student is able to look for alternative perspectives for the topics in management accounting. The student uses feedback to iterate the learning process, add collaboration, develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

Tampere, Kuntokatu main campus.

Exam schedules

The course evaluation is based on a financial report, the details to informed during the first class.

Assessment scale

0-5

Teaching methods

Contact teaching and discussion, team working, individual and team exercises.

Learning materials

Materials instructed by the lecturer, course slides and exercises
Voluntary additional reading: Eddie McLaney & Peter Atrill, Accounting and Finance, an introduction

Student workload

The course is 5cr, which is based on lectures, active individual studies (reading, exercises, report) and collaboration within set teams.

Content scheduling

To informed during the first lecture.

International connections

This is a Masters level course, IBM.

Objectives (course unit)

This course offers fundamental understanding of cultural issues in today's global business environment. It also provides the student with the skill to navigate successfully in intercultural environments.
When the student has passed this course he/she will know:
- Notion of culture
- National culture and its typologies
- Organizational culture and its typologies
- Emergence of culture
- Elements of culture
- Culture and religion (protestant ethics and capitalism, Islam and Hinduism)
- Culture and human behaviour
- Cultural influence on business activities
- Work ethics in different culture
- Cultural differences and similarities
- Cultural synergy
*
When the student has completed the course he/she can:
- Understand national- and organizational cultural differences
- Detect consumer behavior across national boundary
- Manage an organization made up of people from different cultures
- Treat people from other cultures with empathy
- Solve business problems according to cultural requirements
- Deal with different interest groups without hesitation
- Work in global marketplace with a flexible personality
- Easily commit to different customer groups

Content (course unit)

In the era of globalization, companies go beyond national boundaries with the aim of getting the best possible returns from their trade and investment.
Successful operation in the global context requires cultural readiness to deal, among others, with competitors, partners, customers and suppliers.
Keeping in mind the mentioned necessities, the course content has been designed as follows:
- the notion of culture
- national culture and its typologies
- organizational culture and its typologies
- emergence of culture
- elements of culture
- culture and religion (protestant ethics and capitalism, Islam and Hinduism)
- culture and human behaviour
- cultural influence on business activities
- work ethics in different culture
- cultural differences and similarities
- cultural synergy

Assessment criteria, satisfactory (1-2) (course unit)

The student can define culture, recognises cultural differences and other phenomena in the field related. While doing tasks, he/she needs assistance. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

Assessment criteria, good (3-4) (course unit)

The student compares culture from different perspectives and applies its impact upon learning and educating context. The student, as a resource person, plans independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can solves problems while dealing with pupils having different cultural backgrounds. The student can give and receive feedback actively in a culturally diverse learning perspective but considers things from his/her and the close community’s viewpoints. He/she takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student understands culture from multiple perspectives and analyses its impact upon learning and educating context. The student, as a resource person, acts independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can search for diverse courses of action while dealing with pupils having different cultural backgrounds. The student uses feedback systematically in allocating tasks among culturally diverse learners and ensure growth thereby. He/she knows to perform his/her tasks responsibly in a group and independently as well. The student is flexible and non-hesitant in taking international assignment.

Location and time

09.02.2024 12.30 - 16.30 E1-06 (80 persons)
15.03.2024 08.30 - 11.30 E1-06 (80 persons)
12.04.2024 12.30 - 16.30 E1-06 (80 persons)
26.04.2024 12.30 - 16.30 E1-06 (80 persons)
03.05.2024 12.30 - 16.30 E1-06 (80 persons)

Exam schedules

No exam but project presentation

Assessment methods and criteria

Done tasks and class activities

Assessment scale

0-5

Teaching methods

Pre-task, individual task/course paper, lecture, group project & workshop

Learning materials

- Organization Culture and Leadership, Edgar H. Schein, 5th edition
- Cultures and Organizations: Software of the mind, Geert Hofstede et. al, 3rd edition
- The Culture Map, Erin Meyer, 2015
- Suggested materials to moodle course site

Student workload

Total work hour for the students: 27 x 5 = 135
Contact lesson including presentation: 16 h
Project: 30 h
Individual task/course paper: 30 h
Reading: 59 h

Content scheduling

1st meeting: Culture; defining culture, influencing factors as well as national-, organisational-, & family culture
2nd meeting: Culture and human behavior; cultural influence on business activities & work ethics in different cultures
3rd meeting: Cultural differences and similarities; Cultural synergy; & managing diversity at work place
4th meeting: Cultural differences and similarities; Cultural synergy; & managing diversity at work place (continues)
5th meeting: Project presentation

Completion alternatives

Talk to the course teache

Practical training and working life cooperation

Own workplace linked task

International connections

Possible

Further information

Contact lessons are important from learning point of view

Objectives (course unit)

This course will deepen the participants’ knowledge and understanding of customer behavior.
The participants will examine and learn to apply both quantitative and qualitative methods to collect and analyze customer information. They will examine the concepts of value creation and customer / user centric design of products and services and the role of customer data as an essential part of strategy development .

After completing the course, the participants will be able to
- explain the role of customer analysis and insight in strategy development
- describe the impact of the global context in customer analysis
- apply the concept of service oriented design
- employ the methods of customer and target group analysis
- use various tools to develop his/her own business and design innovative new concepts based on customer and market insight
- develop customer centric metrics for balanced scorecard

Content (course unit)

Course contents
- customer oriented strategy
- value creation and value co-creation
- design thinking
- customer insight methods

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify phases of traditional marketing planning process, and recognise the impact of global context. The student is able to describe the concept of customer value and is able to participate in a marketing development project based on a given procedure like design thinking.

Assessment criteria, good (3-4) (course unit)

The student is able to compare traditional marketing planning process to modern value-based strategic marketing planning also in a global context. The student is able to apply modern development tools like design thinking into strategic level problem solving. The student takes responsibility in the group activity developing solutions to a strategic level problems.

Assessment criteria, excellent (5) (course unit)

The student is able to analyse the impacts of the use of traditional marketing planning process compared to modern value-based strategic marketing planning in a global context. The student is able to apply strategic planning tools such as design thinking, and find creative solutions into strategic level problems. The student takes leading role in the group activity showing understanding of the features and needs of the industry in question.

Location and time

Sessions will be held according to the schedule in Pakki.

Exam schedules

All the assignments given must be submitted on the given schedule. The schedule will be given in the first class.
Group assignments presentation according to schedule in class.

Assessment scale

0-5

Teaching methods

- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research

Learning materials

Hollensen, S. (2020). Global marketing (8th edition.). Pearson.

Additional course material, such as blogs, videos, blogs, and short articles, will be provided in Moodle Workspace.

Student workload

According to the TAMK schedule, ECT credits, and Moodle timing instructions: A course of 5 credits will mean a workload of approximately 135 hours. which will be divided as follows: 20 hours of classes, 40 hours of group assignments casework, and reporting: and 60 hours of learning diary:
Students are expected to:
- Attend lessons
- Participate in group discussions and activities
- Study materials are given to them on their own time

Content scheduling

Global marketing in the firm
Initiation to Internationalize
Internalization theories
International market entry strategies
International product decisions
Global marketing communication decisions
Global distribution decisions

Completion alternatives

If the course cannot be completed the instructed way, the student should contact the teacher to negotiate other possible ways of completing the course.

Practical training and working life cooperation

Project work/case studies
During the course, the students will work in small groups. The casework may require working with the company representative.

International connections

The course is a part of International Business Studies, so the international aspects are an important part of studying in general. An international point of view is taken into consideration whenever global marketing is discussed.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student isn't able to identify any theories and principles of global marketing. The student hasn't been able to participate in a team project or has failed to submit the required course tasks and assignments.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student demonstrates theoretical and conceptual knowledge to identify and analyze global marketing issues while preparing a learning diary and group assignments. The student participates in the group assignments and can recognize his or her contribution to the task.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to analyze the theoretical concepts of strategic marketing and reflect them in the learning diary and group assignments in a good manner. The student analyzes the strategic problems of international marketing and devises solutions for case studies, which include several references. The student acts as an active member of a group, takes responsibility for his or her own work, and is able to cooperate with other members.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student develops a new practical solution to international marketing problems with a connection to the strategic marketing issues faced by the organization. The student has written a high-quality and reflective learning diary, which includes several global references. The student, who takes a leading role in international teamwork or part of it, can cooperate flexibly and constructively, taking into account the cultural differences of the participants, and thereby developing the group’s interaction.

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

Assessment criteria, satisfactory (1-2) (course unit)

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

Assessment criteria, good (3-4) (course unit)

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

01.09.2023 08.30 - 11.30 B5-31 Introduction, customer value, innovations, innovation challenges
15.09.2023 08.30 - 11.30 B5-31 Ideation, value proposition
13.10.2023 08.30 - 11.30 B5-31 Pitching, prototyping, and validation
03.11.2023 12.30 - 16.30 B5-31 Final presentations

Content subject to change

Exam schedules

No exam

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

13h contact teaching
122h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

Assessment criteria, satisfactory (1-2) (course unit)

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

Assessment criteria, good (3-4) (course unit)

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

01.09.2023 12.30 - 16.30 C4-04b Introduction, customer value, innovations, innovation challenges
22.09.2023 08.30 - 11.30 B5-31 Ideation, value proposition
27.10.2023 08.30 - 11.30 C4-04b Pitching, prototyping, and validation
10.11.2023 12.30 - 16.30 B5-31 Final presentations

Content subject to change

Exam schedules

No exam

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

14h contact teaching
121h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

The course aims at improving the students’ understanding of conflict management, resolution and communication, in an organizational environment. Furthermore, crisis communication is among the essential topics of the course. The participants will examine the skills, knowledge and understanding to settle internal conflict management disputes that may arise between individuals and groups of individuals due to the pressures of contemporary business. They will also explore external conflict management issues that affect image, brand and stakeholder relations.



After completing the course, participants will be able to:

- plan and implement efficient change and crisis communication
- demonstrate an understanding of the role and importance of communication in leading people and - organizations in demanding circumstances
- prepare communication plans in advance for change and crisis situations
- explain the process of managing and resolving conflicts
- demonstrate an understanding of his/her natural conflict management styles
- Illustrate that they can adapt their conflict management style in accordance with the requirements of various conflict situations

Content (course unit)

Change communication
Crisis communication
Conflict management
Influencing and lobbying

Assessment criteria, satisfactory (1-2) (course unit)

The student understands basic concepts of conflict management, change and crisis communication and influencing (lobbying). He/she is able to recognize situations where those are needed.
He/she knows the significance of conflict management, crisis communication and influencing in terms of advocating welfare of the organization he/she represents. The student is modestly able to apply the tools and best practices of conflict management, crisis communication and influencing in simple cases.

Assessment criteria, good (3-4) (course unit)

The student understands profoundly why conflict management, change and crisis communication and influencing are important for any organization. He/she has the ability to apply conflict management, change and crisis communication and influencing theories in conjunction with real life cases. He/she is able to produce credible and implementable conflict management, change and crisis communication and influencing plans for situations where those are needed. The student is able to act in a sustainable and ethical way in delicate conflict and crisis situations.

Assessment criteria, excellent (5) (course unit)

The student is able to take initiative in complex conflict and crisis situations, as well as in lobbying for his/her organization. He/she is able to lead the group responsible for prompt action that is often required, in terms of preserving the organization from winding up in further predicament. The student can be entrusted the role of a spokesperson and mediator even in the most demanding conflict and crisis cases.
He/she fully understands the significance of trustworthy appearance while addressing demanding cases on behalf of his/her organization

Assessment scale

0-5

Objectives (course unit)

This fundamental course familiarizes the student with the principles and methods of academic research and academic writing. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis.
*
When the student has passed the course he/she will know the following:
- difference between everyday knowledge and scientific knowledge
- meaning and justification of academic research in society
- nature of academic research
- rules and ethics of academic research
- differences between various research approaches
- most common research strategies and methods
- concepts of academic research
- critical perspective in information and sources
- research process stages
- importance of reference teqhnique
- structure of thesis
*
After completing the course the student can:
- use and apply concepts of academic research
- identify and find academic texts and sources
- choose a suitable research approach and methods
- prepare a research plan
- apply academic reference technique
- plan thesis structure
- analyze academic texts
When the student has passed the course he/she will be:
- skillful in planning research setting
- a leader to plan academic publications/documents in the organization
- a professional to analyse and produce academic texts

Content (course unit)

- Basic concepts of academic research
- Rules and ethics of academic research
- Main strategies and approaches of academic research
- Structure of academic thesis
- Analyzing academic texts
- Preparing research plan

Assessment criteria, pass/fail (course unit)

Criteria for PASS:
The student understands the overall process of designing a research project from the beginning  to the final report. He/she is able to identify ethical issues in research. He/she knows the difference between quantitative and qualitative research. The student is familiar with the criteria for evaluating the quality of a research project. The student is able to articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. He/she is familiar with basic data collection and analysis methods. The student is able to write a research proposal. 

Assessment scale

0-5

Objectives (course unit)

This course will deepen the participants’ knowledge and understanding of customer behavior.
The participants will examine and learn to apply both quantitative and qualitative methods to collect and analyze customer information. They will examine the concepts of value creation and customer / user centric design of products and services and the role of customer data as an essential part of strategy development .

After completing the course, the participants will be able to
- explain the role of customer analysis and insight in strategy development
- describe the impact of the global context in customer analysis
- apply the concept of service oriented design
- employ the methods of customer and target group analysis
- use various tools to develop his/her own business and design innovative new concepts based on customer and market insight
- develop customer centric metrics for balanced scorecard

Content (course unit)

Course contents
- customer oriented strategy
- value creation and value co-creation
- design thinking
- customer insight methods

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify phases of traditional marketing planning process, and recognise the impact of global context. The student is able to describe the concept of customer value and is able to participate in a marketing development project based on a given procedure like design thinking.

Assessment criteria, good (3-4) (course unit)

The student is able to compare traditional marketing planning process to modern value-based strategic marketing planning also in a global context. The student is able to apply modern development tools like design thinking into strategic level problem solving. The student takes responsibility in the group activity developing solutions to a strategic level problems.

Assessment criteria, excellent (5) (course unit)

The student is able to analyse the impacts of the use of traditional marketing planning process compared to modern value-based strategic marketing planning in a global context. The student is able to apply strategic planning tools such as design thinking, and find creative solutions into strategic level problems. The student takes leading role in the group activity showing understanding of the features and needs of the industry in question.

Location and time

Sessions will be held according to the schedule in Pakki.

Exam schedules

All the assignments given must be submitted on the given schedule. The schedule will be given in the first class.
Group assignments presentation according to schedule in class.

Assessment scale

0-5

Teaching methods

- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research

Learning materials

Hollensen, S. (2020). Global marketing (8th edition.). Pearson.

Additional course material, such as blogs, videos, blogs, and short articles, will be provided in Moodle Workspace.

Student workload

According to the TAMK schedule, ECT credits, and Moodle timing instructions: A course of 5 credits will mean a workload of approximately 135 hours. which will be divided as follows: 20 hours of classes, 40 hours of group assignments casework, and reporting: and 60 hours of learning diary:
Students are expected to:
- Attend lessons
- Participate in group discussions and activities
- Study materials are given to them on their own time

Content scheduling

Global marketing in the firm
Initiation to Internationalize
Internalization theories
International market entry strategies
International product decisions
Global marketing communication decisions
Global distribution decisions

Completion alternatives

If the course cannot be completed the instructed way, the student should contact the teacher to negotiate other possible ways of completing the course.

Practical training and working life cooperation

Project work/case studies
During the course, the students will work in small groups. The casework may require working with the company representative.

International connections

The course is a part of International Business Studies, so the international aspects are an important part of studying in general. An international point of view is taken into consideration whenever global marketing is discussed.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student isn't able to identify any theories and principles of global marketing. The student hasn't been able to participate in a team project or has failed to submit the required course tasks and assignments.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student demonstrates theoretical and conceptual knowledge to identify and analyze global marketing issues while preparing a learning diary and group assignments. The student participates in the group assignments and can recognize his or her contribution to the task.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to analyze the theoretical concepts of strategic marketing and reflect them in the learning diary and group assignments in a good manner. The student analyzes the strategic problems of international marketing and devises solutions for case studies, which include several references. The student acts as an active member of a group, takes responsibility for his or her own work, and is able to cooperate with other members.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student develops a new practical solution to international marketing problems with a connection to the strategic marketing issues faced by the organization. The student has written a high-quality and reflective learning diary, which includes several global references. The student, who takes a leading role in international teamwork or part of it, can cooperate flexibly and constructively, taking into account the cultural differences of the participants, and thereby developing the group’s interaction.

Objectives (course unit)

This course provides students with advanced knowledge and skills to manage finances in rapidly changing business environment. Emphasis is put on project financing and cash flow management.
When the student has passed the course he/she will know:
- The role of Management Accounting
- Cost-Volume profit analysis, volume and pricing
- Cost accounting basics
- Product costing and activity based costing methods
- Reporting practices
- Project accounting principles
- How to utilize financial estimating
- Investment projections
After completing the course the sudent can:
- Make supportive management calculations
- Understanding the need for cost centers and project dimensions
- Prepare and adopt financial reports
- Obtain ideas for improving business profitability
- Rate investments based on financial outcome
- Provide managerial finance contribution
When the student has passed the course he/she will be:
- Able to contribute business decisions from financial perspective
- Able to make financial projections for future business
- Able to set range of ‘what if analysis’
- Able to compare options form financial point of view
- A project manager with the skill to manage the finances

Content (course unit)

The course focus on managerial finance topics, it requires comprehensive financial knowledge. The themes are more advanced, covering principles and practices for improving business profitability from financial point of view. The aim is to encourage and develop business understanding from financial perspective. Both lecturing and related exercises are to be utililized.

Assessment criteria, satisfactory (1-2) (course unit)

The student can name the core fields of management accounting, recognises the relevant management accounting principles and practices used by companies and understands the role of management accounting in business. The student is able to identify the common management accounting tools and methods used and provides plain performance in course tasks and participation. The student knows the principles to make basic calculations related to theme. The student can give and receive feedback, minimum level, takes responsibility as an individual learner, acts as part of team under supervision and recognises his/her level of interaction.

Assessment criteria, good (3-4) (course unit)

The student is able to structure and connect the role of management accounting in company operations, apply the management accounting tools and concepts used by companies, explain why and how to use various management accounting methods and explain the need for targeting profitable business. The student can make simple profitability calculations with analysis, company financial projections and relevant financial comparisons for management decision making. The student can simulate various factors for making profitable company.
The student can give and receive constructive feedback, operate in professional manner by recognizing relevant scope and needs, develop his/her interaction skills adding value to the team and take responsibility as needed.

Assessment criteria, excellent (5) (course unit)

The student is able to adapt the course themes at professional level, find and translate the course themes, expand the context by bringing authentic perspectives, experiences and opinions and analyse the selected management accounting themes. The student finds the academic approach to management accounting and uses additional research papers and academic sources. The student activates mindset to connect financial accounting in working life situations. The student can build creative solutions by combining the course themes, evaluate outcomes, look for new opportunities and justify the decisions made. The student is able to look for alternative perspectives for the topics in management accounting. The student uses feedback to iterate the learning process, add collaboration, develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

Tampere, Kuntokatu main campus.

Exam schedules

The course evaluation is based on a financial report, the details to informed during the first class.

Assessment scale

0-5

Teaching methods

Contact teaching and discussion, team working, individual and team exercises.

Learning materials

Materials instructed by the lecturer, course slides and exercises
Voluntary additional reading: Eddie McLaney & Peter Atrill, Accounting and Finance, an introduction

Student workload

The course is 5cr, which is based on lectures, active individual studies (reading, exercises, report) and collaboration within set teams.

Content scheduling

To informed during the first lecture.

International connections

This is a Masters level course, IBM.

Assessment scale

0-5

Objectives (course unit)

This course offers fundamental understanding of cultural issues in today's global business environment. It also provides the student with the skill to navigate successfully in intercultural environments.
When the student has passed this course he/she will know:
- Notion of culture
- National culture and its typologies
- Organizational culture and its typologies
- Emergence of culture
- Elements of culture
- Culture and religion (protestant ethics and capitalism, Islam and Hinduism)
- Culture and human behaviour
- Cultural influence on business activities
- Work ethics in different culture
- Cultural differences and similarities
- Cultural synergy
*
When the student has completed the course he/she can:
- Understand national- and organizational cultural differences
- Detect consumer behavior across national boundary
- Manage an organization made up of people from different cultures
- Treat people from other cultures with empathy
- Solve business problems according to cultural requirements
- Deal with different interest groups without hesitation
- Work in global marketplace with a flexible personality
- Easily commit to different customer groups

Content (course unit)

In the era of globalization, companies go beyond national boundaries with the aim of getting the best possible returns from their trade and investment.
Successful operation in the global context requires cultural readiness to deal, among others, with competitors, partners, customers and suppliers.
Keeping in mind the mentioned necessities, the course content has been designed as follows:
- the notion of culture
- national culture and its typologies
- organizational culture and its typologies
- emergence of culture
- elements of culture
- culture and religion (protestant ethics and capitalism, Islam and Hinduism)
- culture and human behaviour
- cultural influence on business activities
- work ethics in different culture
- cultural differences and similarities
- cultural synergy

Assessment criteria, satisfactory (1-2) (course unit)

The student can define culture, recognises cultural differences and other phenomena in the field related. While doing tasks, he/she needs assistance. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

Assessment criteria, good (3-4) (course unit)

The student compares culture from different perspectives and applies its impact upon learning and educating context. The student, as a resource person, plans independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can solves problems while dealing with pupils having different cultural backgrounds. The student can give and receive feedback actively in a culturally diverse learning perspective but considers things from his/her and the close community’s viewpoints. He/she takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student understands culture from multiple perspectives and analyses its impact upon learning and educating context. The student, as a resource person, acts independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can search for diverse courses of action while dealing with pupils having different cultural backgrounds. The student uses feedback systematically in allocating tasks among culturally diverse learners and ensure growth thereby. He/she knows to perform his/her tasks responsibly in a group and independently as well. The student is flexible and non-hesitant in taking international assignment.

Location and time

09.02.2024 12.30 - 16.30 E1-06 (80 persons)
15.03.2024 08.30 - 11.30 E1-06 (80 persons)
12.04.2024 12.30 - 16.30 E1-06 (80 persons)
26.04.2024 12.30 - 16.30 E1-06 (80 persons)
03.05.2024 12.30 - 16.30 E1-06 (80 persons)

Exam schedules

No exam but project presentation

Assessment methods and criteria

Done tasks and class activities

Assessment scale

0-5

Teaching methods

Pre-task, individual task/course paper, lecture, group project & workshop

Learning materials

- Organization Culture and Leadership, Edgar H. Schein, 5th edition
- Cultures and Organizations: Software of the mind, Geert Hofstede et. al, 3rd edition
- The Culture Map, Erin Meyer, 2015
- Suggested materials to moodle course site

Student workload

Total work hour for the students: 27 x 5 = 135
Contact lesson including presentation: 16 h
Project: 30 h
Individual task/course paper: 30 h
Reading: 59 h

Content scheduling

1st meeting: Culture; defining culture, influencing factors as well as national-, organisational-, & family culture
2nd meeting: Culture and human behavior; cultural influence on business activities & work ethics in different cultures
3rd meeting: Cultural differences and similarities; Cultural synergy; & managing diversity at work place
4th meeting: Cultural differences and similarities; Cultural synergy; & managing diversity at work place (continues)
5th meeting: Project presentation

Completion alternatives

Talk to the course teache

Practical training and working life cooperation

Own workplace linked task

International connections

Possible

Further information

Contact lessons are important from learning point of view

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

Assessment criteria, satisfactory (1-2) (course unit)

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

Assessment criteria, good (3-4) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Leadership theories and practices
2) Self-leadership
3) Motivation
4) Leading a team
5) Competence management
6) Coaching skills
7) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teachers Päivi Mayor, paivi.mayor@tuni.fi and Toni Lehtimäki, toni.k.lehtimaki@tuni.fi

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

Assessment criteria, satisfactory (1-2) (course unit)

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

Assessment criteria, good (3-4) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Leadership theories and practices
2) Self-leadership
3) Motivation
4) Leading a team
5) Competence management
6) Coaching skills
7) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teachers Päivi Mayor, paivi.mayor@tuni.fi and Toni Lehtimäki, toni.k.lehtimaki@tuni.fi

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Assessment criteria, satisfactory (1-2) (course unit)

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

Assessment criteria, good (3-4) (course unit)

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Location and time

-01.09.2023 12.30 - 16.30, B5-31
-03.11.2023 08.30 - 11.30, B5-31
-07.12.2023 12.30 - 15.30, B5-31

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Assessment criteria, satisfactory (1-2) (course unit)

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

Assessment criteria, good (3-4) (course unit)

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Location and time

-01.09.2023 08.30 - 11.30, C4-04b
-10.11.2023 08.30 - 11.30, B5-31
-14.12.2023 12.30 - 15.30, B5-31

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

Assessment criteria, good (3-4) (course unit)

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Assessment scale

0-5

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

Assessment criteria, good (3-4) (course unit)

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Assessment scale

0-5

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

Assessment criteria, satisfactory (1-2) (course unit)

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

Assessment criteria, good (3-4) (course unit)

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

01.09.2023 08.30 - 11.30 B5-31 Introduction, customer value, innovations, innovation challenges
15.09.2023 08.30 - 11.30 B5-31 Ideation, value proposition
13.10.2023 08.30 - 11.30 B5-31 Pitching, prototyping, and validation
03.11.2023 12.30 - 16.30 B5-31 Final presentations

Content subject to change

Exam schedules

No exam

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

13h contact teaching
122h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

Assessment criteria, satisfactory (1-2) (course unit)

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

Assessment criteria, good (3-4) (course unit)

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

01.09.2023 12.30 - 16.30 C4-04b Introduction, customer value, innovations, innovation challenges
22.09.2023 08.30 - 11.30 B5-31 Ideation, value proposition
27.10.2023 08.30 - 11.30 C4-04b Pitching, prototyping, and validation
10.11.2023 12.30 - 16.30 B5-31 Final presentations

Content subject to change

Exam schedules

No exam

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

14h contact teaching
121h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)