Please select the curriculum by the start year of studies and orientation line.
The student communicates in comprehensible English overall and shows some awareness of the norms for different types of text. References to source materials are included where appropriate.
The student's English is mainly clear and appropriate. Written work meets the norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled.
The student's written English is formal and accurate and displays appropriate variation in style, reports meet the norms for different types of text. He/she shows ability to access and select appropriate information. References to source materials are incorporated accurately and in a variety of ways, source materials are expertly paraphrased. Oral expression is fluent and professional.
Emmanuel Abruquah
Some materials and exercises will be provided during the course. Authentic online materials will be used as well.
Lectures, online activities including video conferences. Collaborative learning coupled with online exercises, Reading and analyzing academic text, producing academic text.
This course emphasizes academic writing and the evaluation is based on a 0-5 grading scale where 0 fails and 5 is excellent. Active participation in class and online collaborative platforms are required. To get a minimum pass, students need to submit an essay using TAMK's template written in an academic style. There should be evidence of source materials used and in-text and list of references included in accordance with TAMK's recommendations.
English
06.09.2021 - 31.12.2021
09.06.2021 - 31.08.2021
3 cr
20IB
15 - 40
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Accreditation
An academic essay and a research report replace exam.
Collaboration with Amsterdam University of Applied Sciences.
Student will devote his/her time in research and writing/ producing academic text.
Literature based essay (Individual task) and Research based report (Collaborative task, Team work, optional)
The student has not attended the minimum number of lessons and has not provided any evidence of illness to justify their absence. Participation in lessons and online forums is not significant. In addition, the student has not submitted the final essay.
Satisfactory (1-2):
The student has attended the minimum lessons of 80%. He/she communicates in comprehensible English on the whole and shows some awareness of the norms for different types of text; references to source materials are included where appropriate. Requirements regarding participation, meeting deadlines, the use of TAMK's thesis template and the report guide etc. are minimally fulfilled.
Good: (3-4)
The student has attained at least, 80% of attendance. His/her English is mainly clear and appropriate. Written work meets norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled. The student has used multiple sources of academic writers in his/her work accurately in accordance with TAMK's report guide. The report/essay has been written using the thesis template.
Excellent (5)
Students’ written English is formal and accurate and displays appropriate variation in style; reports meet norms for different types of text; students show the ability to access and select appropriate information; references to source materials are incorporated accurately and in a variety of ways; source materials are expertly paraphrased. The student has used multiple sources of academic writers in his/her work accurately in accordance with TAMK's report guide. Oral expression is fluent and professional. Requirements regarding participation, meeting deadlines etc. are consistently fulfilled.
The student communicates in comprehensible English overall and shows some awareness of the norms for different types of text. References to source materials are included where appropriate.
The student's English is mainly clear and appropriate. Written work meets the norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled.
The student's written English is formal and accurate and displays appropriate variation in style, reports meet the norms for different types of text. He/she shows ability to access and select appropriate information. References to source materials are incorporated accurately and in a variety of ways, source materials are expertly paraphrased. Oral expression is fluent and professional.
Emmanuel Abruquah
Some materials and exercises will be provided during the course. Authentic online materials will be used as well.
Lectures, online activities including video conferences. Collaborative learning coupled with online exercises, Reading and analyzing academic text, producing academic text.
This course emphasizes on academic writing and the evaluation is based on 0-5 grading scale where 0 is fail and 5 is excellent. Active participation in class and online collaborative platforms are required. To get a minimum pass, student need to get at least minimum of 6 points accumulated through attending sessions and doing exercises, and, at least one submitted essay.
English
10.09.2021 - 31.12.2021
09.06.2021 - 31.08.2021
3 cr
20IB
15 - 40
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Accreditation
An academic essay and a research report replace exam.
Collaboration with Amsterdam University of Applied Sciences.
Student will devote his/her time in research and writing/ producing academic text.
Literature based essay (Individual task) and Research based report (Collaborative task, Team work, optional)
The student has not attended the minimum number of lessons and has not provided any evidence of ilness to justify their absence.
Satisfactory (1-2):
The student has attended the minimum lessons of 80%. He/she communicates in comprehensible English on the whole and shows some awareness of the norms for different types of text; references to source materials are included where appropriate. Requirements regarding participation, meeting deadlines etc. are minimally fulfilled.
Good: (3-4)
The student has attained at least, 80% of attendance. His/her English is mainly clear and appropriate. Written work meets norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled. The student has used multiple source of academic writers in his/her work accurately in accordance with TAMK's report guide.
Excellent (5)
Students’ written English is formal and accurate and displays appropriate variation in style; reports meet norms for different types of text; students show ability to access and select appropriate information; references to source materials are incorporated accurately and in a variety of ways; source materials are expertly paraphrased. The student has used multiple source of academic writers in his/her work accurately in accordance with TAMK's report guide.Oral expression is fluent and professional. Requirements regarding participation, meeting deadlines etc. are consistently fulfilled.
The student communicates in comprehensible English overall and shows some awareness of the norms for different types of text. References to source materials are included where appropriate.
The student's English is mainly clear and appropriate. Written work meets the norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled.
The student's written English is formal and accurate and displays appropriate variation in style, reports meet the norms for different types of text. He/she shows ability to access and select appropriate information. References to source materials are incorporated accurately and in a variety of ways, source materials are expertly paraphrased. Oral expression is fluent and professional.
Emmanuel Abruquah
Some materials and exercises will be provided during the course. Authentic online materials will be used as well.
Lectures, online activities including video conferences. Collaborative learning coupled with online exercises, Reading and analyzing academic text, producing academic text.
This course emphasizes on academic writing and the evaluation is based on a 0-5 grading scale where 0 fails and 5 is excellent. Active participation in class and online collaborative platforms are required. To get a minimum pass, students need to get at least know the technicalities in writing, use the report template correctly, and learn how to reference text correctly in accordance with TAMK's requirement. (see the report guide) and a minimum of 6 points accumulated through attending sessions and doing exercises, and, at least one submitted essay.
English
11.01.2022 - 12.05.2022
02.12.2021 - 15.01.2022
3 cr
20IB
15 - 40
Emmanuel Abruquah, Marja-Liisa Timperi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Accreditation
An academic essay and a research report replace an exam. Strictly using TAMK's report template for proper formatting, and using the report guide for the referencing style required by TAMK.
Collaborative research task with Amsterdam University of Applied Sciences.
Students will devote his/her time to research and writing/ producing academic text.
Learn to use and edit the report template, become familiar with the report guide.
Literature-based essay (Individual task)
Progress report
and Research-based report (Collaborative task, Teamwork)
Satisfactory (1-2):
The student has attended the minimum lessons of 80%. He/she communicates in comprehensible English on the whole and shows some awareness of the norms for different types of text; references to source materials are included where appropriate. Requirements regarding participation, meeting deadlines etc. are minimally fulfilled.
Good: (3-4)
The student has attained at least, 80% of attendance. His/her English is mainly clear and appropriate. Written work meets norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled. The student has used multiple sources of academic writers in his/her work accurately in accordance with TAMK's report guide.
Excellent (5)
Students’ written English is formal and accurate and displays appropriate variation in style; reports meet norms for different types of text; students show the ability to access and select appropriate information; references to source materials are incorporated accurately and in a variety of ways; source materials are expertly paraphrased. The student has used multiple sources of academic writers in his/her work accurately in accordance with TAMK's report guide. Oral expression is fluent and professional. Requirements regarding participation, meeting deadlines etc. are consistently fulfilled.
The student is able to determine and use the concepts and methods of cash management and working capital management, as well as some cash flow and digital finance related industry or case specific applications. He/she can take responsibility for his individual duties in routine cash and working capital management as well as related measurement and reporting activities, and is able to make some contribution in a group.
The student has the competence of applying and explaining the concepts and methods of cash and working capital management as well as performing cash flow and digital finance in related industry or case specific analyses in controllable situations. He/she works actively and cooperates responsibly and constructively both individually and in a group. He/she can solve cash and working capital management problems as well as work on cash flow and digital finance related measurement, reporting and development activities. His/her courses of action are well justified.
The student can analyse complex situations and produce alternative solution proposals to various cash and working capital management problems. He/she can produce cash flow and digital finance related industry or case specific analyses. He/she can apply his extensive knowledge and skills of the subject matter excellently in problem solving, experiments, and when working on cash flow and digital finance related analysis, reporting and business development activities. His/her courses of action are very well justified, and he can work individually, making remarkable contribution to group work, cooperating responsibly, constructively and flexibly with excellent commitment.
The student does not perform in the course exam acceptably, or he/she does not complete the compulsory exercises, assignments and/or other compulsory items on the course agendas acceptably.
Pasi Kuusijärvi
Bhimani, A., Datar, S., Horngren, C.T. & Rajan, M. 2018. Management and Cost Accounting. 7th ed. Harlow, United Kingdom: Pearson Education.
Especially chapters 13-14.
ISBN: 9781292232669. EISBN: 9781292232676.
https://andor.tuni.fi/permalink/358FIN_TAMPO/176jdvt/cdi_askewsholts_vlebooks_9781292232676
Other books and learning material will be informed to the course participants during the course implementation.
In addition, students and the groups of them perform their own data collection, as part of their exercises and group assignments.
Learning discussions, group assignments, exercises, case studies, literature, lecturing.
Student’s overall course grade is based on
1. the evaluation criteria of this course
2. active individual participation in the classes and exercises
3. his/her group assignment performance, including both contribution in the group's own report and action in an opposing team.
English
17.01.2022 - 22.04.2022
24.11.2021 - 16.01.2022
6 cr
20IB
22KVHN1
0 - 35
Pasi Kuusijärvi
Pasi Kuusijärvi, M.Sc. (Econ. & Bus. Adm.), AmO, HHJ
Senior Lecturer, Accounting and Financial Management
Tampere University of Applied Sciences (TAMK)
Tampere, Finland
pasi.kuusijarvi@tuni.fi
Tel. +358 40 846 3052
www.tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
3 cr
0-5
No, there are not.
A company visit, a guest speaker - or a study trip is possible in the spring 2022 implementation.
No written exam.
Participation in, at least, one guest lecture on TAMK 2022 Intl Week in April 2022 is required.
In addition, the truly international group of students studies together both during the classes at TAMK, and virtually.
Max. some 160 hours as workload; 18 hours of that as contact teaching.
Studying cash, investment and working capital management forms the first key part of the course, studying digital and sustainable finance the second/last part.
The study process 2022:
1. Introduction - incl. rehearsal about the liquidity and solvency measures
2. Cash Budget
3. Capital Budgeting - incl. especially the Discounted Cash Flow (DCF) methods (NPV, IRR, Payback)
4. The Cash Flow Statement (both the Indirect and Direct method)
5. Participation in the TAMK 2022 Intl Week
6. Working Capital Management - incl. also e.g. the Gearing-% measurement
7. Digital and Sustainable Finance - as Group assignment.
The thesis supervisor evaluates the final part of the student’s final thesis studies – the Bachelor’s Thesis, Final Report performance – on the scale 0-5 using the extensive and detailed EQF 6 assessment criteria, as instructed under Bachelor’s Thesis Assessment Criteria on TAMK Intranet:
https://intra.tamk.fi/documents/67978/4924600/Bachelor_Assessment_criteria_muokattu.pdf/0f576c81-4fb6-4885-9d05-48b547bae978
Pasi Kuusijärvi
English
01.01.2022 - 21.12.2022
01.01.2022 - 30.11.2022
10 cr
19IB
Tuula Andersson, Pietro Albanese, Petteri Vilén, Sari Matala, Elena Grigorova, Pasi Kuusijärvi, Mervi Kastari, Tuomo Soini, Shaidul Kazi, Jari Ruokolainen, International Business, IB Virtuaalihenkilö
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
The student can recognise and define fundamentals of financial accounting. He/she knows the stages of accounting period and is able to record basic financial transactions using bookkeeping software. The student takes responsibility for his/her own work in individual assignments.
The student is able to determine and apply the fundamental concepts of financial accounting well. The student can use bookkeeping software at a basic level. The student takes responsibility for his/her own work and recognises and follows the important courses of action in the field.
The student masters the fundamental concepts of financial accounting in an excellent manner. The student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. The student can use bookkeeping software well at a basic level. The student works responsibly and in a committed manner and develops his/her own and the group’s interaction.
Pia Lamminsivu
The list of recommended litterature is available in course Moodle
- lectures
- assignments
- teamwork
English
10.01.2022 - 06.03.2022
24.11.2021 - 15.01.2022
2 cr
21IB4
21IB3
21IB2
21IB1
Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
----
----
Exam week 8/2022 (preliminary)
2 ECTS, approximately 54 h
Student has failed in achieving the objectives of the course.
Student has achieved the objectives of the course sufficiently. Student understands fundamentals of financial accounting and knows the basic functions of Fennoa book-keeping program.
Student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. Student is able to determine and apply the fundamental concepts of financial accounting well. Student can use Fennoa book-keeping program at a basic level.
Student has achieved the objectives of the course excellently. The student masters the fundamental concepts of financial accounting in an excellent manner. Student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. Student can use Fennoa book-keeping program well at a basic level.
The student can recognise and define fundamentals of financial accounting. He/she knows the stages of accounting period and is able to record basic financial transactions using bookkeeping software. The student takes responsibility for his/her own work in individual assignments.
The student is able to determine and apply the fundamental concepts of financial accounting well. The student can use bookkeeping software at a basic level. The student takes responsibility for his/her own work and recognises and follows the important courses of action in the field.
The student masters the fundamental concepts of financial accounting in an excellent manner. The student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. The student can use bookkeeping software well at a basic level. The student works responsibly and in a committed manner and develops his/her own and the group’s interaction.
Pia Lamminsivu
The list of recommended litterature is available in course Moodle
- lectures
- assignments
- teamwork
English
10.01.2022 - 06.03.2022
24.11.2021 - 15.01.2022
2 cr
21IB8
21IB7
21IB6
21IB5
Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
----
----
Exam week 8/2022 (preliminary)
2 ECTS, approximately 54 h
Student has failed in achieving the objectives of the course.
Student has achieved the objectives of the course sufficiently. Student understands fundamentals of financial accounting and knows the basic functions of Fennoa book-keeping program.
Student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. Student is able to determine and apply the fundamental concepts of financial accounting well. Student can use Fennoa book-keeping program at a basic level.
Student has achieved the objectives of the course excellently. The student masters the fundamental concepts of financial accounting in an excellent manner. Student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. Student can use Fennoa book-keeping program well at a basic level.
The student is familiar with basic concepts of international business. He/she is aware of common export modes. The student knows how to identify factors that indicate potential export markets in order to define market entry modes. The student can identify selected sources of market information and apply that knowledge in the context of a company’s internationalisation strategy. The student is capable of working in a multicultural team.
The student has comprehensive knowledge of the concepts used in international business. He/she can analyse and select suitable export modes. The student knows how to identify and evaluate the factors indicating promising export market potential and is able to match them with the most suitable market entry modes. The student can identify a variety of sources of market information and relate that knowledge in the context of a company’s internationalisation strategy. The student is capable of working effectively in a multicultural team.
The student has extensive knowledge of the concepts used in international business. He/she can identify, analyse and select the accurate export modes in a variety of situations. The student knows how to identify and evaluate the factors indicating strong export market potential and is able to match them with the most suitable market entry modes. The student can identify an extensive variety of sources of market information. He/she can utilize and apply that market information in the context of a company’s internationalisation strategy. The student is capable of working effectively and productively in a multicultural team.
Annikka Lepola
The course is based on own, active information search.
Main course book:
- Cavusgil – Knight – Riesenberg: International Business: The New Realities
Source: Cavusgil, S.T., Knight, G. & Riesenberger, J. (2017). International Business: The New Realities. Global Edition. Pearson Education.
Link to ebook: https://ebookcentral.proquest.com/lib/tampere/detail.action?docID=5186107
Other course books
- Czinkota – Ronkainen: Principles of International Marketing
Source: Czinkota, M.R. & Ronkainen, I.A. (2010). Principles of International Marketing. 9th ed., international ed. Mason (Ohio): South-Western.
- Blythe: Essentials of Marketing
Source: Blythe, J. (2012). Essentials of Marketing. 5th ed. Harlow, Pearson Education UK.
Link to ebook: https://ebookcentral.proquest.com/lib/tampere/detail.action?docID=513667
Own active information search
Contact lessons and workshops, individual and team learning, international business case team project. The course follows problem-based learning approach.
English
14.03.2022 - 28.04.2022
13.12.2021 - 18.03.2022
3 cr
21IB4
21IB3
21IB2
21IB1
15 - 40
Annikka Lepola
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
3 cr
0-5
An internationalization business case project will be conducted for a business company according to their project case briefing.
The course is 3 credits which is 80 hours of student's work: 1/3 of the time will be used in teacher led workshops and 2/3 hours in independent studying and teamwork.
The course plan will be introduced in the first contact classes.
The student is familiar with basic concepts of international business. He/she is aware of common export modes. The student knows how to identify factors that indicate potential export markets in order to define market entry modes. The student can identify selected sources of market information and apply that knowledge in the context of a company’s internationalisation strategy. The student is capable of working in a multicultural team.
The student has comprehensive knowledge of the concepts used in international business. He/she can analyse and select suitable export modes. The student knows how to identify and evaluate the factors indicating promising export market potential and is able to match them with the most suitable market entry modes. The student can identify a variety of sources of market information and relate that knowledge in the context of a company’s internationalisation strategy. The student is capable of working effectively in a multicultural team.
The student has extensive knowledge of the concepts used in international business. He/she can identify, analyse and select the accurate export modes in a variety of situations. The student knows how to identify and evaluate the factors indicating strong export market potential and is able to match them with the most suitable market entry modes. The student can identify an extensive variety of sources of market information. He/she can utilize and apply that market information in the context of a company’s internationalisation strategy. The student is capable of working effectively and productively in a multicultural team.
The student is familiar with basic concepts of international business. He/she is aware of common export modes. The student knows how to identify factors that indicate potential export markets in order to define market entry modes. The student can identify selected sources of market information and apply that knowledge in the context of a company’s internationalisation strategy. The student is capable of working in a multicultural team.
The student has comprehensive knowledge of the concepts used in international business. He/she can analyse and select suitable export modes. The student knows how to identify and evaluate the factors indicating promising export market potential and is able to match them with the most suitable market entry modes. The student can identify a variety of sources of market information and relate that knowledge in the context of a company’s internationalisation strategy. The student is capable of working effectively in a multicultural team.
The student has extensive knowledge of the concepts used in international business. He/she can identify, analyse and select the accurate export modes in a variety of situations. The student knows how to identify and evaluate the factors indicating strong export market potential and is able to match them with the most suitable market entry modes. The student can identify an extensive variety of sources of market information. He/she can utilize and apply that market information in the context of a company’s internationalisation strategy. The student is capable of working effectively and productively in a multicultural team.
Annikka Lepola
The course is based on own, active information search.
Main course book:
- Cavusgil – Knight – Riesenberg: International Business: The New Realities
Source: Cavusgil, S.T., Knight, G. & Riesenberger, J. (2017). International Business: The New Realities. Global Edition. Pearson Education.
Link to ebook: https://ebookcentral.proquest.com/lib/tampere/detail.action?docID=5186107
Other course books
- Czinkota – Ronkainen: Principles of International Marketing
Source: Czinkota, M.R. & Ronkainen, I.A. (2010). Principles of International Marketing. 9th ed., international ed. Mason (Ohio): South-Western.
- Blythe: Essentials of Marketing
Source: Blythe, J. (2012). Essentials of Marketing. 5th ed. Harlow, Pearson Education UK.
Link to ebook: https://ebookcentral.proquest.com/lib/tampere/detail.action?docID=513667
Own active information search
Contact lessons and workshops, individual and team learning, international business case team project. The course follows problem-based learning approach.
English
14.03.2022 - 28.04.2022
13.12.2021 - 18.03.2022
3 cr
21IB8
21IB7
21IB6
21IB5
15 - 40
Annikka Lepola
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
3 cr
0-5
An internationalization business case project will be conducted for a business company according to their project case briefing.
The course is 3 credits which is 80 hours of student's work: 1/3 of the time will be used in teacher led workshops and 2/3 hours in independent studying and teamwork.
The course plan will be introduced in the first contact classes.
The student is familiar with basic concepts of international business. He/she is aware of common export modes. The student knows how to identify factors that indicate potential export markets in order to define market entry modes. The student can identify selected sources of market information and apply that knowledge in the context of a company’s internationalisation strategy. The student is capable of working in a multicultural team.
The student has comprehensive knowledge of the concepts used in international business. He/she can analyse and select suitable export modes. The student knows how to identify and evaluate the factors indicating promising export market potential and is able to match them with the most suitable market entry modes. The student can identify a variety of sources of market information and relate that knowledge in the context of a company’s internationalisation strategy. The student is capable of working effectively in a multicultural team.
The student has extensive knowledge of the concepts used in international business. He/she can identify, analyse and select the accurate export modes in a variety of situations. The student knows how to identify and evaluate the factors indicating strong export market potential and is able to match them with the most suitable market entry modes. The student can identify an extensive variety of sources of market information. He/she can utilize and apply that market information in the context of a company’s internationalisation strategy. The student is capable of working effectively and productively in a multicultural team.
The student can write business documents and messages according to given instructions and examples. He/she communicates understandably in different situations of his/her own field. The student is able to make good use of the means of communication.
The student communicates fluently, understandably and interestingly in different situations of business life. He/she takes the receiver and situation into account in his/her communication. The student can interpret receiver’s action and respond to it by building collaboration e.g. in customer service situations.
The student communicates in different situations of business life creatively and with great expertise. He/she is able to use the means of communication in many different ways and is able to influence by using language. The student can adjust his/her communication according to the receiver, situation, circumstances (e.g. online communication) and feedback. He/she takes his/her organisation’s values and visions into account in his/her communication.
Mari Touronen
Opetusmateriaali jaetaan opintojakson Moodle-alustalla. (not translated)
Lähiopetus, tunti- ja kotitehtävät (not translated)
Arvioitavina suorituksina kielenhuollon testi ja tiedote. Lisäksi tuntiaktiivisuus vaikuttaa arviointiin. Arviointi asteikolla 0-5. (not translated)
English
07.03.2022 - 31.05.2022
02.12.2021 - 09.03.2022
2 cr
20IB
Mari Touronen
TAMK Languages and Communication
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Kielenhuollon testi 2.5.2022 (not translated)
Opintojakson laajuus on 2 op, joka tarkoittaa 54 h opiskelijan itsenäistä työskentelyä. (not translated)
7.3.-14.3. Työelämäviestintä, asiatyylinen viestintä
21.3. Liike-elämän tekstit
28.3. Neuvottelut
4.4. Verkkoviestintä
11.4. Markkinointiviestintä
25.4. Tiedottaminen
2.5. Kielenhuollon testi (not translated)
The student can write business documents and messages according to given instructions and examples. He/she communicates understandably in different situations of his/her own field. The student is able to make good use of the means of communication.
The student communicates fluently, understandably and interestingly in different situations of business life. He/she takes the receiver and situation into account in his/her communication. The student can interpret receiver’s action and respond to it by building collaboration e.g. in customer service situations.
The student communicates in different situations of business life creatively and with great expertise. He/she is able to use the means of communication in many different ways and is able to influence by using language. The student can adjust his/her communication according to the receiver, situation, circumstances (e.g. online communication) and feedback. He/she takes his/her organisation’s values and visions into account in his/her communication.
The student participates in the team work but is able to read the market and company information and utilise that data in decision making if assisted. The student struggles to see the link between the decisions in different company functions and the financial outcome.
The student actively participates in the teamwork and completes all the required tasks with good quality. The student is able to analyse the market and company information in order to form a company strategy. The student participates actively in decision making enabling the improvement of the company status. The student understands the link between the various company functions. The student is able to give a presentation about the company's strategy and value, and answer questions related to these topics.
The student actively participates in the teamwork and demonstrates a problem-solving attitude. The student successfully analyses the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company's strategy and the company's value. The student is able to answer various questions about the market situation and the company's value proposal.
Material available in Moodle (lectures and business simulation guide)
Learning simulation, lectures, quiz, coaching (using distance learning tools)
** Quality of written tasks and ranking and performance in the game (grade 0-5)
* Final presentation (0-5)
* Quiz and company audit (pass/fail)
* Attendance and activity in team work impact the grade
English
07.09.2021 - 15.10.2021
02.07.2021 - 27.08.2021
4 cr
20IB
21KVHN2
15 - 30
Adrián Somlósi-Kovács, Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
4 cr
0-5
---
The game has several game rounds. The schedule of the rounds will be presented in the first lecture. The course will end with the final presentation.
4 credit points (27 hours per credit point)
The student is participating to the team work but has great trouble to read the market and company information and utilize that data in decision making. The student is struggling to see the link between the decisions in different company functions and the financial outcome. The student has done all the required course tasks but the quality of those tasks is inadequate.
The student actively participates to the teamwork and returns all the required tasks with good quality. The student is able to analyze the market and company information in order to form a company strategy. The student shows progress in decision making so that the company's financial status will improve. The student understands the link between the various company functions. The student is able to give a presentation about the company strategy and value and answer to the questions relating those topics.
The student is actively participating to the teamwork and is demonstrating a problem-solving attitude. The student successfully analyzes the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company strategy and the company value. The student is able to answer to various questions about the market situation and the company's value proposal.
The student participates in the team work but is able to read the market and company information and utilise that data in decision making if assisted. The student struggles to see the link between the decisions in different company functions and the financial outcome.
The student actively participates in the teamwork and completes all the required tasks with good quality. The student is able to analyse the market and company information in order to form a company strategy. The student participates actively in decision making enabling the improvement of the company status. The student understands the link between the various company functions. The student is able to give a presentation about the company's strategy and value, and answer questions related to these topics.
The student actively participates in the teamwork and demonstrates a problem-solving attitude. The student successfully analyses the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company's strategy and the company's value. The student is able to answer various questions about the market situation and the company's value proposal.
Material available in Moodle (lectures and business simulation guide)
Learning simulation, lectures, quiz, coaching
* Performance/ranking in the game
* Quality of written tasks and ranking
* Final presentation
* Quiz and company audit (pass/fail)
* Attendance and activity in team work impact the grade
English
25.10.2021 - 10.12.2021
02.07.2021 - 10.10.2021
4 cr
20IB
21KVHN2
15 - 30
Adrián Somlósi-Kovács, Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
---
The game has several game rounds. The schedule of the rounds will be presented in the first lecture. The course will end with the final presentation.
4 credit points (27 hours per credit point)
The student is participating to the team work but has great trouble to read the market and company information and utilize that data in decision making. The student is struggling to see the link between the decisions in different company functions and the financial outcome. The student has done all the required course tasks but the quality of those tasks is inadequate.
The student actively participates to the teamwork and returns all the required tasks with good quality. The student is able to analyze the market and company information in order to form a company strategy. The student shows progress in decision making so that the company's financial status will improve. The student understands the link between the various company functions. The student is able to give a presentation about the company strategy and value and answer to the questions relating those topics.
The student is actively participating to the teamwork and is demonstrating a problem-solving attitude. The student successfully analyzes the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company strategy and the company value. The student is able to answer to various questions about the market situation and the company's value proposal.
The student participates in the team work but is able to read the market and company information and utilise that data in decision making if assisted. The student struggles to see the link between the decisions in different company functions and the financial outcome.
The student actively participates in the teamwork and completes all the required tasks with good quality. The student is able to analyse the market and company information in order to form a company strategy. The student participates actively in decision making enabling the improvement of the company status. The student understands the link between the various company functions. The student is able to give a presentation about the company's strategy and value, and answer questions related to these topics.
The student actively participates in the teamwork and demonstrates a problem-solving attitude. The student successfully analyses the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company's strategy and the company's value. The student is able to answer various questions about the market situation and the company's value proposal.
Pia Lamminsivu
Material available in Moodle (lectures and business simulation guide)
Learning simulation, lectures, quiz, coaching
* Performance/ranking in the game
* Quality of written tasks
* Final presentation (0-5)
* Quiz and company audit (pass/fail)
* Attendance and activity in team work impact the grade
English
24.01.2022 - 11.03.2022
15.11.2021 - 11.01.2022
4 cr
20IB
21KVHN2
15 - 30
Adrián Somlósi-Kovács, Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
2 cr
0-5
---
The game has several game rounds. The schedule of the rounds will be presented in the first lecture. The course will end with the final presentation.
4 credit points (27 hours per credit point)
The student is participating to the team work but has great trouble to read the market and company information and utilize that data in decision making. The student is struggling to see the link between the decisions in different company functions and the financial outcome. The student has done all the required course tasks but the quality of those tasks is inadequate.
The student actively participates to the teamwork and returns all the required tasks with good quality. The student is able to analyze the market and company information in order to form a company strategy. The student shows progress in decision making so that the company's financial status will improve. The student understands the link between the various company functions. The student is able to give a presentation about the company strategy and value and answer to the questions relating those topics.
The student is actively participating to the teamwork and is demonstrating a problem-solving attitude. The student successfully analyzes the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company strategy and the company value. The student is able to answer to various questions about the market situation and the company's value proposal.
The student can name the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. He/she is able to draft a viable business idea and give and receive feedback related to business planning. The student can collaborate in a small group on business planning tasks and take responsibility of own studies related to business planning.
The student is able to explain the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. The student is able to draft a business idea by applying the entrepreneurial approach, and give and receive constructive feedback related to business planning. He/she takes responsibility of his/her own studies and group work related to business planning
The student is able to analyse systematically what is needed for business planning of a start-up company and use additional and recent sources to extend knowledge of business planning. He/she is able to justify the credibility of the business idea. The student commits himself/herself to own studies and group work related to business planning.
Tuomo Soini
Will be given on first lesson
Lessons and hybrid teaching (Teams) for the remote participants. Individual assignments. Group assignments.
English
31.08.2021 - 06.10.2021
11.06.2021 - 31.08.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 45
Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not possible
-
Exam 5.10.2021 at 14-17. Re-take(s) as agreed separately.
-
The student can name the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. He/she is able to draft a viable business idea and give and receive feedback related to business planning. The student can collaborate in a small group on business planning tasks and take responsibility of own studies related to business planning.
The student is able to explain the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. The student is able to draft a business idea by applying the entrepreneurial approach, and give and receive constructive feedback related to business planning. He/she takes responsibility of his/her own studies and group work related to business planning
The student is able to analyse systematically what is needed for business planning of a start-up company and use additional and recent sources to extend knowledge of business planning. He/she is able to justify the credibility of the business idea. The student commits himself/herself to own studies and group work related to business planning.
The student can name the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. He/she is able to draft a viable business idea and give and receive feedback related to business planning. The student can collaborate in a small group on business planning tasks and take responsibility of own studies related to business planning.
The student is able to explain the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. The student is able to draft a business idea by applying the entrepreneurial approach, and give and receive constructive feedback related to business planning. He/she takes responsibility of his/her own studies and group work related to business planning
The student is able to analyse systematically what is needed for business planning of a start-up company and use additional and recent sources to extend knowledge of business planning. He/she is able to justify the credibility of the business idea. The student commits himself/herself to own studies and group work related to business planning.
Tuomo Soini
Will be given on first lesson
Lessons and hybrid teaching (Teams) for the remote participants. Individual assignments. Group assignments.
English
01.09.2021 - 06.10.2021
11.06.2021 - 31.08.2021
2 cr
21IB8
21IB7
21IB6
21IB5
15 - 45
Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not possible
no
Exam 5.10.2021 at 14-17. Re-take(s) agreed separately.
no
The student can name the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. He/she is able to draft a viable business idea and give and receive feedback related to business planning. The student can collaborate in a small group on business planning tasks and take responsibility of own studies related to business planning.
The student is able to explain the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. The student is able to draft a business idea by applying the entrepreneurial approach, and give and receive constructive feedback related to business planning. He/she takes responsibility of his/her own studies and group work related to business planning
The student is able to analyse systematically what is needed for business planning of a start-up company and use additional and recent sources to extend knowledge of business planning. He/she is able to justify the credibility of the business idea. The student commits himself/herself to own studies and group work related to business planning.
The student can name the core elements of a business plan and a business model. The student is able to create a viable business plan including the business model. He/she is able to give and receive feedback related to business planning and collaborate in a small group on business planning tasks. The student takes responsibility of his/her own studies related to business planning.
The student is able to explain the core elements of a business plan and the core elements of a business model. He/she can create a coherent and credible business plan including the business model. The student is able to give and receive constructive feedback related to business planning and take responsibility of his/her studies and group work related to business planning.
The student can use additional and recent sources to extend knowledge of business planning and business models. The student is able to justify the decisions in the business plan with proper analysis and commit himself/herself to individual studies and group work related to business planning.
Tuomo Soini
Will be given on first lesson.
Lessons and hybrid teaching (Teams) for the remote participants. Individual assignments. Group assignments.
English
27.10.2021 - 09.12.2021
11.06.2021 - 27.10.2021
2 cr
21IB8
21IB7
21IB6
21IB5
15 - 45
Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not possible
No
No exam
No
The student can name the core elements of a business plan and a business model. The student is able to create a viable business plan including the business model. He/she is able to give and receive feedback related to business planning and collaborate in a small group on business planning tasks. The student takes responsibility of his/her own studies related to business planning.
The student is able to explain the core elements of a business plan and the core elements of a business model. He/she can create a coherent and credible business plan including the business model. The student is able to give and receive constructive feedback related to business planning and take responsibility of his/her studies and group work related to business planning.
The student can use additional and recent sources to extend knowledge of business planning and business models. The student is able to justify the decisions in the business plan with proper analysis and commit himself/herself to individual studies and group work related to business planning.
The student can name the core elements of a business plan and a business model. The student is able to create a viable business plan including the business model. He/she is able to give and receive feedback related to business planning and collaborate in a small group on business planning tasks. The student takes responsibility of his/her own studies related to business planning.
The student is able to explain the core elements of a business plan and the core elements of a business model. He/she can create a coherent and credible business plan including the business model. The student is able to give and receive constructive feedback related to business planning and take responsibility of his/her studies and group work related to business planning.
The student can use additional and recent sources to extend knowledge of business planning and business models. The student is able to justify the decisions in the business plan with proper analysis and commit himself/herself to individual studies and group work related to business planning.
Tuomo Soini
Will be given on first lesson.
Lessons and hybrid teaching (Teams) for the remote participants. Individual assignments. Group assignments.
English
26.10.2021 - 09.12.2021
11.06.2021 - 26.10.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 45
Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not possible
No
No exam
No
The student can name the core elements of a business plan and a business model. The student is able to create a viable business plan including the business model. He/she is able to give and receive feedback related to business planning and collaborate in a small group on business planning tasks. The student takes responsibility of his/her own studies related to business planning.
The student is able to explain the core elements of a business plan and the core elements of a business model. He/she can create a coherent and credible business plan including the business model. The student is able to give and receive constructive feedback related to business planning and take responsibility of his/her studies and group work related to business planning.
The student can use additional and recent sources to extend knowledge of business planning and business models. The student is able to justify the decisions in the business plan with proper analysis and commit himself/herself to individual studies and group work related to business planning.
The student can name basic concepts of conflict management, change and crisis communication and the ways of influencing (lobbying). He/she is able to recognise situations where these communication skills are needed. He/she knows the significance of these in terms of advocating welfare of the organisation he/she represents. He/she is able to apply the tools and best practices in simple cases.
The student can explain why conflict management, change and crisis communication, and influencing are important for any organisation. He/she has, to some extent, the ability to apply theories on them in conjunction with real life cases. He/she is able to participate in producing credible and implementable plans for situations where these are needed. The student is able to act in a sustainable way ethically in delicate conflict and crisis situations.
The student is able to take initiative in complex conflict and crisis situations, as well as in lobbying for his/her organisation. He/she is able to co-lead a group responsibly for prompt action that is often required, in terms of preventing the organisation from finding itself in a further predicament. He/she can be entrusted with the role of a spokesperson and mediator even in demanding conflict and crisis cases. He/she understands the significance of trustworthy appearance while addressing demanding cases on behalf of his/her organisation.
Kai Hintsanen
English
07.03.2022 - 31.07.2022
20.11.2021 - 09.03.2022
5 cr
20IB
22KVHN1
15 - 30
Kai Hintsanen
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
2 cr
0-5
The student is able to apply the concepts and theories of innovation into practice by carrying out simple consultation projects for startups or SME:s. Under supervision and with the support of a mentor, the student is able to accomplish the project and report the results to the customer. He/she can support a consultation project as member of a team.
The student is familiar with the concepts and theories of innovation and can utilize them in a practical small business case consultation project. He/she can independently and as a member of a group carry out consultation project for startups or SMEs. The student is able to plan, implement, and evaluate consultation projects and report the project results to the customer. He/she can contribute to the outcomes of a consultation project as a member of a team.
The student has in-depth understanding of the concepts and theories of innovation and he/she can utilise these concepts in a practical small business case consultation project. He/she can independently, or in a leading role in a team, carry out consultation projects for startups and SMEs. The student is able to plan, implement, and report the project to the customer. The student is able to reflect on his/hers own as well as team work process. He/she can facilitate, contribute and enhance the outcomes of a consultation project as a leading member of a team.
Tuula Andersson
Literature from Innovations and Business Management -course
The course is based on learning by doing and collaborative learningn. The students solve a real business problem using the tools and methods learned in the course Innovations and Business Management. Active participation in the weekly teamwork sessions is mandatory.
English
15.09.2021 - 15.12.2021
09.06.2021 - 15.09.2021
10 cr
20IB
21KVHN2
15 - 40
Tuula Andersson, Sven Rassl, International Business, IB Virtuaalihenkilö
Teacher: Tuula Andersson (tuula.andersson@tuni.fi)
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
10 cr
2 cr
0-5
none
Student teams will work with a real business case solving a development problem. The teams are expected to take ownership of their project and be responsible of the communication with the case companies.
No exam. Upgrading of the final grade must be discussed individually with the instructors. The grade will be based of teamwork and individual upgrading is difficult. Students are requested to take this into account in their work for the course.
10 credits x 27 hours = 270 hours of student work altogether.
Most of the work is done outside lectures in small teams. It is to be noted that the course requires approximately 20 hours of student work every week during the 3 months that the course is running.
Teacher coaching sessions every week as per a schedule announced during the first class. Teams are expected to be present and able to work during the coaching sessions. Otherwise teams must plan their working scedule independently.
The student is able to explain the fundamentals of corporate finance. The student recognises and is able to determine and to a certain extent use the fundamental concepts and models of corporate finance.
The student is able to determine and apply the fundamental concepts and models of corporate finance. He/she can use different methods to evaluate investment opportunities and understands how risk and return are related.
The student masters the fundamental concepts and models of corporate finance in an excellent manner. He/she is able to conduct fluent and reasoned analysis and has good capabilities to apply the learned understanding of the framework of financial markets.
Pia Lamminsivu
- Fundamentals of Corporate Finance, Global Edition, Second Edition. J.Berk, P.DeMarzo and J. Harford. Pearson International Edition.2019 or older edition
- MyFinanceLab - online material
- Moodle - online material
- lectures
- assignments (MyFinanceLab)
- Exam (80%)
- Homework, MyFinanceLab (20%)
English
17.01.2022 - 13.04.2022
24.11.2021 - 09.01.2022
4 cr
20IB
22KVHN1
Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
---
---
in April 2022, date still open
---
4 ECTS, approximately 108 hours.
Lessons usually once a week
Student has not achieved the objectives of the course.
Student has achieved the objectives of the course sufficiently. Student understands fundamentals of corporate finance. Student recognizes, is able to determine and to a certain extent use the fundamental concepts and models of corporate finance.
Student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. Student is able to determine and apply the fundamental concepts and models of corporate finance well.
Student has achieved the objectives of the course excellently. The student masters the fundamental concepts and models of corporate finance in an excellent manner. Student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning.
The student has rudimentary knowledge of quantitative and qualitative research methods, including data collection methods such as surveys, interviews and observations. He/she is capable of collecting and analysing basic customer data. The student has elementary skills in planning and implementing a research project in the context of customer intelligence.
The student has advanced knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews and observations. The student knows the difference between primary and secondary data. He/she is able to select suitable data collection methods for a variety of situations and provide reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student is skilled in planning and implementing a research project in the context of customer intelligence
The student has excellent knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews, observations, document analysis and others. The student knows the difference between primary and secondary data. He/she is able to select accurate data collection methods for a variety of situations and justify reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student has profound skills in planning and implementing a research project in the context of customer intelligence. The student thoroughly understands how data, analytics, and insights work together.
Lecture slides and other material given in the lectures.
Brown, T.J. and Suter, T. 2012. MR, USA: South-Western
contact teaching
exercises
practical work / research project
- Theory, qualitative and quantitative methods 25%
- Project Management (exercises, project planning and reporting, final seminar arrangements) 30%
- CI project, 45% including the written plan, execution and final report and participating & presenting in the final seminar (teamwork). Peer evaluation may affect the grade of this part.
All parts must be passed in order to get the final grade.
English
09.09.2021 - 07.12.2021
09.06.2021 - 31.08.2021
8 cr
20IB
21KVHN2
0 - 40
Sari Matala, Adrián Somlósi-Kovács, Tuomo Soini
Tuomo Soini
tel. 040 731 7995
tuomo.soini@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
4 cr
0-5
none
Student teams will find themselves a business company or other organisation to be their customer in the practical Customer Intelligence / Research project and work in close cooperation with it throughout the whole course.
Will be announced later.
The total of the course is 8 credits meaning about 215 hours of student work altogether. Contact teaching and consultation will be about 90 hours. Students' individual work is about 125 hours. Hence, it should be noticed that a great part of the course work is done outside the class hours both independently and in team meetings and the students are required to commit to the teamwork.
The detailed course plan will be introduced on the first class.
As deliverables students will produce the following:
- contract with the customer
- team agreement
- project- and research plan
- final research report
- project end report
- presentation (10 min) with visual material in the closing seminar (that customers will participate, too)
Period 1
Introduction to customer intelligence and research (S Matala)
Quantitative methods in customer intelligence (A Somlósi-Kovács)
Qualitative methods in customer intelligence (S Matala)
Project management (T Soini)
Period 2
R&D Project, coaching (T Soini, A Somlósi-Kovács)
Project management (T Soini)
Final seminar arrangements
Final seminar (MANDATORY PARTICIPATION)
Student has achieved the objectives of the course sufficiently. Student understands the premises and principles of research, customer intelligence and project management. Student recognizes, is able to determine and use the concepts and models of customer intelligence and project management.
The grade of the team project remains on the level 1 - 2.
Student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. Student is able to determine and apply the concepts and models of customer intelligence and project management well and is able to conduct reasoned analysis. The grade of the team project is 3 - 4.
Student has achieved the objectives of the course excellently. The student masters the concepts and models of customer intelligence and project management in an excellent manner. Student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. The grade of the team project is 4 - 5 and the individual exercises as well as participation in the class are on an excellent level.
The student has rudimentary knowledge of quantitative and qualitative research methods, including data collection methods such as surveys, interviews and observations. He/she is capable of collecting and analysing basic customer data. The student has elementary skills in planning and implementing a research project in the context of customer intelligence.
The student has advanced knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews and observations. The student knows the difference between primary and secondary data. He/she is able to select suitable data collection methods for a variety of situations and provide reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student is skilled in planning and implementing a research project in the context of customer intelligence
The student has excellent knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews, observations, document analysis and others. The student knows the difference between primary and secondary data. He/she is able to select accurate data collection methods for a variety of situations and justify reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student has profound skills in planning and implementing a research project in the context of customer intelligence. The student thoroughly understands how data, analytics, and insights work together.
Lecture slides and other material given in the lectures.
Brown, T.J. and Suter, T. 2012. MR, USA: South-Western
contact teaching
exercises
practical work / research project
- Theory, qualitative and quantitative methods 25%
- Project Management (exercises, project planning and reporting, final seminar arrangements) 30%
- CI project, 45% including the written plan, execution and final report and participating & presenting in the final seminar (teamwork). Peer evaluation may affect the grade of this part.
All parts must be passed in order to get the final grade.
English
08.09.2021 - 07.12.2021
09.06.2021 - 31.08.2021
8 cr
20IB
21KVHN2
0 - 40
Sari Matala, Adrián Somlósi-Kovács, Tuomo Soini
Tuomo Soini
tel. 040 731 7995
tuomo.soini@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
4 cr
0-5
none
Student teams will find themselves a business company or other organisation to be their customer in the practical Customer Intelligence / Research project and work in close cooperation with it throughout the whole course.
Will be announced later.
The total of the course is 8 credits meaning about 215 hours of student work altogether. Contact teaching and consultation will be about 90 hours. Students' individual work is about 125 hours. Hence, it should be noticed that a great part of the course work is done outside the class hours both independently and in team meetings and the students are required to commit to the teamwork.
The detailed course plan will be introduced on the first class.
As deliverables students will produce the following:
- contract with the customer
- team agreement
- project- and research plan
- final research report
- project end report
- presentation (10 min) with visual material in the closing seminar (that customers will participate, too)
Period 1
Introduction to customer intelligence and research (S Matala)
Quantitative methods in customer intelligence (A Somlósi-Kovács)
Qualitative methods in customer intelligence (S Matala)
Project management (T Soini)
Period 2
R&D Project, coaching (T Soini, A Somlósi-Kovács)
Project management (T Soini)
Final seminar arrangements
Final seminar (MANDATORY PARTICIPATION)
Student has achieved the objectives of the course sufficiently. Student understands the premises and principles of research, customer intelligence and project management. Student recognizes, is able to determine and use the concepts and models of customer intelligence and project management.
The grade of the team project remains on the level 1 - 2.
Student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. Student is able to determine and apply the concepts and models of customer intelligence and project management well and is able to conduct reasoned analysis. The grade of the team project is 3 - 4.
Student has achieved the objectives of the course excellently. The student masters the concepts and models of customer intelligence and project management in an excellent manner. Student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. The grade of the team project is 4 - 5 and the individual exercises as well as participation in the class are on an excellent level.
The student has rudimentary knowledge of quantitative and qualitative research methods, including data collection methods such as surveys, interviews and observations. He/she is capable of collecting and analysing basic customer data. The student has elementary skills in planning and implementing a research project in the context of customer intelligence.
The student has advanced knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews and observations. The student knows the difference between primary and secondary data. He/she is able to select suitable data collection methods for a variety of situations and provide reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student is skilled in planning and implementing a research project in the context of customer intelligence
The student has excellent knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews, observations, document analysis and others. The student knows the difference between primary and secondary data. He/she is able to select accurate data collection methods for a variety of situations and justify reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student has profound skills in planning and implementing a research project in the context of customer intelligence. The student thoroughly understands how data, analytics, and insights work together.
Sari Matala
Lecture slides and other material given in the lectures.
Brown, T.J. and Suter, T. 2012. MR, USA: South-Western
contact teaching
exercises
practical work / research project
- Basics of Research, qualitative and quantitative methods 25%
- Project Management (exercises, project planning and reporting, final seminar arrangements) 30%
- CI project, 45% including the written plan, execution and final report and participating & presenting in the final seminar (teamwork). Peer evaluation may affect the grade of this part.
All parts must be passed in order to get the final grade.
English
17.01.2022 - 05.05.2022
15.11.2021 - 15.01.2022
8 cr
20IB
22KVHN1
0 - 40
Sari Matala, Adrián Somlósi-Kovács, Tuomo Soini
Tuomo Soini
tel. 040 731 7995
tuomo.soini@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
4 cr
1 cr
0-5
None. Course is a team project that requires intensive participating.
Student teams will find themselves a business company or other organisation to be their customer in the practical Customer Intelligence / Research project and work in close cooperation with it throughout the whole course.
Will be announced later.
The total of the course is 8 credits meaning about 215 hours of student work altogether. Contact teaching and consultation will be about 90 hours. Students' individual work is about 125 hours. Hence, it should be noticed that a great part of the course work is done outside the class hours both independently and in team meetings and the students are required to commit to the teamwork.
The detailed course plan will be introduced on the first class.
As deliverables students will produce the following:
- contract with the customer
- team agreement
- project- and research plan
- final research report
- project end report
- presentation (10 min) with visual material in the closing seminar (that customers will participate, too)
Period 3
Introduction to customer intelligence and research (S Matala)
Quantitative methods in customer intelligence (A Somlósi-Kovács)
Qualitative methods in customer intelligence (S Matala)
Project management (T Soini)
Period 4
R&D Project, coaching (T Soini, A Somlósi-Kovács)
Project management (T Soini)
Final seminar arrangements
Final seminar (MANDATORY PARTICIPATION)
No participation in team project working or very poor.
Student has achieved the objectives of the course sufficiently. Student understands the premises and principles of research, customer intelligence and project management. Student recognizes, is able to determine and use the concepts and models of customer intelligence and project management.
The grade of the team project remains on the level 1 - 2.
Student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. Student is able to determine and apply the concepts and models of customer intelligence and project management well and is able to conduct reasoned analysis. The grade of the team project is 3 - 4.
Student has achieved the objectives of the course excellently. The student masters the concepts and models of customer intelligence and project management in an excellent manner. Student is able to conduct fluent and reasoned analysis and has good capabilities to apply the learning. The grade of the team project is 4 - 5 and the individual exercises as well as participation in the class are on an excellent level.
The student knows the basics of customer journey and needs. The student can use the basic terms and can define customer experience. Student recognises and defines the importance of customer experience in marketing. The student can perform the given tasks with routine performance. Student has been partly active in participating in the teamwork.
The student applies customer journey mapping methods and analytical tools accordingly. The student is able to link structures between marketing and customer experience. He/she cooperates responsibly and has participated in the team work and classes actively contributing to the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student masters the concepts and models of customer experience, journey and analytics. He/she is able to conduct fluent and reasoned customer journey analysis and has good capabilities to apply the learning. The individual contribution in the class and team has been especially active.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
The course consists of live lessons on campus, individual assignments, team work, and team presentations. Projects are a continuation from Marketing in the Digital World cases.
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description
English
19.04.2022 - 04.05.2022
24.11.2021 - 20.04.2022
3 cr
20IB
22KVHN1
Sean Morga
Students that completed 3B00DW59-3003 Marketing in the Digital World may attend this course.
Students that completed 3B00DW59-3004 Marketing in the Digital World may enroll to the 3B00DW61-3004 Customer Journey and Marketing Analysis course
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Cooperation with external businesses
N/A
Some of the teams may have cases from abroad.
The course will be intensive. Students should be prepared for even load throughout the course.
Course content will be reviewed in the first lesson. Contact days and internal project will discuss topical digital marketing areas. External customer project will run parallel.
The student knows the basics of customer journey and needs. The student can use the basic terms and can define customer experience. Student recognises and defines the importance of customer experience in marketing. The student can perform the given tasks with routine performance. Student has been partly active in participating in the teamwork.
The student applies customer journey mapping methods and analytical tools accordingly. The student is able to link structures between marketing and customer experience. He/she cooperates responsibly and has participated in the team work and classes actively contributing to the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student masters the concepts and models of customer experience, journey and analytics. He/she is able to conduct fluent and reasoned customer journey analysis and has good capabilities to apply the learning. The individual contribution in the class and team has been especially active
The student knows the basics of customer journey and needs. The student can use the basic terms and can define customer experience. Student recognises and defines the importance of customer experience in marketing. The student can perform the given tasks with routine performance. Student has been partly active in participating in the teamwork.
The student applies customer journey mapping methods and analytical tools accordingly. The student is able to link structures between marketing and customer experience. He/she cooperates responsibly and has participated in the team work and classes actively contributing to the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student masters the concepts and models of customer experience, journey and analytics. He/she is able to conduct fluent and reasoned customer journey analysis and has good capabilities to apply the learning. The individual contribution in the class and team has been especially active.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
The course consists of live lessons on campus, individual assignments, team work, and team presentations. Projects are a continuation from Marketing in the Digital World cases.
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description
English
17.04.2022 - 04.05.2022
24.11.2021 - 20.04.2022
3 cr
20IB
22KVHN1
Sean Morga
Students that completed 3B00DW59-3004 Marketing in the Digital World may attend this course.
Students that completed 3B00DW59-3003 Marketing in the Digital World may enroll to the 3B00DW61-3003 Customer Journey and Marketing Analysis course.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Cooperation with external businesses
N/A
Some of the teams may have cases from abroad.
The course will be intensive. Students should be prepared for even load throughout the course.
Course content will be reviewed in the first lesson. Contact days and internal project will discuss topical digital marketing areas. External customer project will run parallel.
The student knows the basics of customer journey and needs. The student can use the basic terms and can define customer experience. Student recognises and defines the importance of customer experience in marketing. The student can perform the given tasks with routine performance. Student has been partly active in participating in the teamwork.
The student applies customer journey mapping methods and analytical tools accordingly. The student is able to link structures between marketing and customer experience. He/she cooperates responsibly and has participated in the team work and classes actively contributing to the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student masters the concepts and models of customer experience, journey and analytics. He/she is able to conduct fluent and reasoned customer journey analysis and has good capabilities to apply the learning. The individual contribution in the class and team has been especially active
The student is able to identify principles of the business strategy and strategic planning. He/she recognizes and is able to determine elements of growth strategy. The student is able to participate in a team project performing the given tasks in according to instructions.
The student is able to determine and apply the concept and tools of the business strategy and strategic planning. He/she is able to conduct some analysis and suggest development actions suitable for the business strategy. The student actively contributes to a team project being able to receive and give constructive feedback.
The student masters the concepts and different models of strategic planning and is able to connect business strategy to e-commerce strategy. He/she is able to conduct well-structured analysis and is able to create, evaluate and combine different solutions to a given e-commerce problem. The student acts in a flexible and constructive way in team projects developing the team’s interaction.
Mari Helenius
Leading Digital Strategy : Driving Business Growth Through Effective E-commerce By Bones, Chris and Hammersley, James
Plunkett's E-Commerce & Internet Business Almanac 2018 : E-Commerce & Internet Business
Industry Market Research, Statistics, Trends & Leading Companies
by Jack W. Plunkett (not translated)
Online sessions and self-study. Moodle course part of the course. (not translated)
Pair task. Evaluation based on the criteria. (not translated)
English
25.10.2021 - 17.12.2021
02.09.2021 - 18.10.2021
5 cr
20IB
21KVHN2
15 - 40
Mari Helenius, Sean Morga
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
None (not translated)
Not returning the given tasks on time. (not translated)
Grade 1-2
The student is able to identify principles of the business strategy and strategic planning. He/she recognizes and is able to determine elements of growth strategy. The student is able to participate in a team project performing the given tasks in according to instructions. (not translated)
Grade 3-4
The student is able to determine and apply the concept and tools of the business strategy and strategic planning. He/she is able to conduct some analysis and suggest development actions suitable for the business strategy. The student actively contributes to a team project being able to receive and give constructive feedback (not translated)
Grade 5
The student masters the concepts and different models of strategic planning and is able to connect business strategy to e-commerce strategy. He/she is able to conduct well-structured analysis and is able to create, evaluate and combine different solutions to a given e-commerce problem. The student acts in a flexible and constructive way in team projects developing the team’s interaction. (not translated)
The student knows the basics of e-commerce and platform economy. He/she can use the basic terms and can define e-commerce. The student recognises and defines different theories in ecosystems and e-commerce business models. The student can perform the given tasks with routine performance. He/she has been partly active in participating the teamwork according to the peer evaluation.
The student has achieved the course objectives well, but needs further development. He/she can apply theories accordingly. The student is able to structure between business models and earning logic. The student cooperates responsibly and has participated in the team work and classes actively contributing the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student has achieved the course objectives excellently. He/she masters the concepts and models of platform economy, business models and revenue models. The student is able to conduct fluent and reasoned e-commerce business model and has good capabilities to apply the learning. The individual contribution in the class and team have been especially active.
Sean Morga
Online implementation. Selfstudy online. Tasks: mini exams, learning diary and an essay. (not translated)
English
03.09.2021 - 08.10.2021
09.06.2021 - 31.08.2021
5 cr
20IB
21KVHN2
15 - 45
Jouni Viidanoja, Mari Helenius, Sean Morga
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
4 cr
0-5
5 credits = 135 hours (not translated)
5 modules. Each week opens a new module (not translated)
The student knows the basics of e-commerce and platform economy. He/she can use the basic terms and can define e-commerce. The student recognises and defines different theories in ecosystems and e-commerce business models. The student can perform the given tasks with routine performance. He/she has been partly active in participating the teamwork according to the peer evaluation. (not translated)
The student has achieved the course objectives well, but needs further development. He/she can apply theories accordingly. The student is able to structure between business models and earning logic. The student cooperates responsibly and has participated in the team work and classes actively contributing the final outcome with his/her knowledge and ideas according to the peer evaluations. (not translated)
The student has achieved the course objectives excellently. He/she masters the concepts and models of platform economy, business models and revenue models. The student is able to conduct fluent and reasoned e-commerce business model and has good capabilities to apply the learning. The individual contribution in the class and team have been especially active. (not translated)
The student is able to identify basic level knowledge in emergency supply chain management.
He/she has the basic understanding of humanitarian logistics in general. The student is capable of applying some knowledge to relevant, working life situations.
The student is able to determine main tasks and challenges in emergency supply chain. He/she can apply the knowledge in verbal conversations and written deliverables. The student has a good level of knowledge and wide understanding of humanitarian logistics. The student is capable of applying the acquired knowledge to relevant, working life situations. He/she contributes to the tasks and assignments during the course.
The student is able to master tasks, challenges and different modes in emergency supply chain.
He/she has a professional level of knowledge and wide understanding of humanitarian logistics. The student demonstrates a high skill level, creates value and shares information with other participants of the group. The student is exceptionally capable of applying all the acquired knowledge to relevant, working life situations. The student actively contributes to tasks and assignments during the course.
Sami Kalliokoski
English
07.03.2022 - 25.04.2022
24.11.2021 - 09.03.2022
2 cr
20IB
22KVHN1
Sami Kalliokoski
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
The student knows what ERPs are, what they are used for and why. He/she recognises all the relevant organisational resources, their nature and requirements. The student is able to define the main ERP (SAP R/3 / Business One) modules and the ERP’s functional structure and how each module acquires information / contributes to other modules. The student recognises the architecture of an ERP (SAP) from user perspective regarding master and material data and is able to conduct routine operations with them. The student has also a basic understanding about organisational requirements and lifecycle stages of an ERP project.
The student is able to explain an organisation’s business processes, especially on sales, distribution and material management with great clarity. The student has good understanding of the organisation’s value chain from raw materials to finished products and he/she is capable of applying this data within ERP. He/she has good oversight over stakeholder contacts and is able to manage the organisation’s ERP master data and, with some effort, manage stakeholder contacts and all data regarding materials, the organisation procures, produces, or keeps in stock. The student also knows which stakeholders and offerings are connected with which business processes in a given situation and he/she is capable of managing this business information with the support of ERP in daily business.
The student can benchmark various ERPs from the organisation’s perspective and recognise beneficiary and disadvantageous elements for the organisation. He/she can recommend the best ERP for the organisation. The student has excellent understanding over the various resource types and he/she is able to use ERP system in automating and managing the variety of back and front office functions and their sub-stages. The student can recognise possible bottlenecks in the ERP environment and is able to customise the ERP user interface and improve its usage efficiency, especially regarding the sales and distribution (SD) module. The student has fair understanding over the functionality of other ERP modules such as financials and controlling (FICO), human resources (HR), materials management (MM) and production planning (PP).
Lasse Hillman
- Presentation material
- Assigned books
- Articles and case studies
- Video
- Lectures
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning
- Remote Lab workshops
- Project-based learning
The course will consist of two separate parts: ERP general and SAP specic parts. In order to pass the course, both parts have to be accepted.
1. ERP generic part will be evaluated on scale 0-5 by the teacher of that part
2. SAP part will be evaluated by teacher of that part as pass / fail
English
11.03.2022 - 13.05.2022
24.11.2021 - 09.03.2022
5 cr
20IB
22KVHN1
Lasse Hillman, Matti Karlsson
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Hands-on approach with SAP and chosen tool in the class project
N/A
N/A
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Complete the final report and SAP exercises
- Study materials given to them on their own time
Themes will be reviewed in the first lesson
If either part of the course is evaluated as FAIL, the the whole course will fail.
The student knows what ERPs are, what they are used for and why. He/she recognises all the relevant organisational resources, their nature and requirements. The student is able to define the main ERP (SAP R/3 / Business One) modules and the ERP’s functional structure and how each module acquires information / contributes to other modules. The student recognises the architecture of an ERP (SAP) from user perspective regarding master and material data and is able to conduct routine operations with them. The student has also a basic understanding about organisational requirements and lifecycle stages of an ERP project.
The student is able to explain an organisation’s business processes, especially on sales, distribution and material management with great clarity. The student has good understanding of the organisation’s value chain from raw materials to finished products and he/she is capable of applying this data within ERP. He/she has good oversight over stakeholder contacts and is able to manage the organisation’s ERP master data and, with some effort, manage stakeholder contacts and all data regarding materials, the organisation procures, produces, or keeps in stock. The student also knows which stakeholders and offerings are connected with which business processes in a given situation and he/she is capable of managing this business information with the support of ERP in daily business.
The student can benchmark various ERPs from the organisation’s perspective and recognise beneficiary and disadvantageous elements for the organisation. He/she can recommend the best ERP for the organisation. The student has excellent understanding over the various resource types and he/she is able to use ERP system in automating and managing the variety of back and front office functions and their sub-stages. The student can recognise possible bottlenecks in the ERP environment and is able to customise the ERP user interface and improve its usage efficiency, especially regarding the sales and distribution (SD) module. The student has fair understanding over the functionality of other ERP modules such as financials and controlling (FICO), human resources (HR), materials management (MM) and production planning (PP).
The student recognises the specific nature of product development in experience / tourism business. He/she is able to explain the process of tourism product development using design tools. The student is able to participate in analysing and improving tasks of existing experience products in a team, taking responsibility of his/her own performance.
The student can clearly explain various aspects of the nature of product development in experience / tourism business. The student is able to do basic product analysis and apply a product design tool in the context of the experience / tourism business. The student participates actively and responsibly in the teamwork taking responsibility of team performance. The student is capable of receiving and giving feedback actively and constructively.
The student is able to analyse thoroughly an existing experience product and to find and evaluate different tools appropriate for the problem at hand. He/she is able to apply the design tools in product development taking into account the specific business needs and develop highly original or innovative ideas. The student takes a leading role in a team, working in a responsible, flexible and constructive way developing the group's interaction.
See Moodle page for the most relevant material on experience economy (at this point of your studies). Also additional inspirational material will be given by the teacher during lectures. It is recommended that the student also acquires own suitable material for one's own learning and the task at hand.
The course is an advanced course about experience economy, as it continues the 1st year's Introduction to Experience Economy. Now the focus is put into concrete application of the lessons learned - experience economy thinking & doing - in authentic product development work. The students learn about the characteristics of tourism and other experiential products and services, the most applicable and relevant practical experience design tools, and they get to both analyze existing / possible experience products and services - but also learn to improve them in practice.
The course includes a concrete product development project to be completed in small groups. Also, the course is based on joint teacher driven online sessions, individual reading and material search, and group work for discussions and the main assignment.
English
06.09.2021 - 30.11.2021
09.06.2021 - 31.08.2021
5 cr
20IB
21KVHN2
15 - 40
Mika Kylänen, Sari Matala
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
4 cr
4 cr
0-5
No alternative means of completion.
The teacher tries to agree a concrete development project cooperation, and the students will be informed about this cooperation and the commissioner and the case task at hand on the first online session.
5 ECTS equals 133 hours of student work, as 1 ECTS credit = 26,7 hours. The work load is divided between joint teacher driven sessions as well as group and individual work approximately online contact session (5 x 3 h = 15 hours), individual reading tasks and material search (~20 hours) and group work assignment (~100 hours). So, the student should find about 2,5 work week's time within a time frame of 2,5 months to complete the main assignment done in small groups.
Online contact sessions:
10.9. ZOOM 11-14 Introduction to the course and Experience Economy and Experience Design tools; discussions in small groups
17.9. ZOOM 11-14 Experience Pyramid model and applying theory into practice
8.10. ZOOM 11-14 Check point, coaching
29.10. Check point, coaching
26.11. Team task Presentations
The student selects a case as a small group to be analyzed/developed applying experience Pyramid model in practice, most likely the case is agreed with a commissioner company or community by the teacher. The task includes a report and a presentation as a group effort.
The course covers experience economy and experience design broadly both in theory and in practice. Key content areas are described in more detail in Moodle. In general, the course discusses the why, the how and the what of experience economy and experience design.
The student recognizes the role and meaning of management accounting in a company. He/she understands the relevant managerial accounting principles and practices used by companies. The student is able to define the importance of the financial planning process and name the important fields within management accounting. The student identifies typical management accounting tools and methods in use; he/she can make basic financial plans and managerial calculations and solve accounting cases by making simple calculations. The student is able to give and receive feedback and take responsibility as an individual learner. The student can act as part of a team.
The student connects the role of management accounting in company operations. He/she structures the course themes with financial accounting by applying the tools and concepts used by companies. He/she explains why and how to use various management accounting methods for targeting profitable business. The student makes simple profitability calculations with simulation analysis and company's financial projections by applying the meaning of margin. The student makes relevant financial comparisons for management decisions and simulates outcome with various accounting factors. The student gives and receives constructive feedback; he/she is able to operate in professional manner by recognising relevant scope and needs. He develops his interaction skills by adding value to the team.
The student adapts the course themes at advanced level. He finds and translates the course themes with working life connections. He expands the context by bringing new perspectives, he analyses the selected management accounting methods. The student adopts the financial mindset, with academic perspective. The student builds creative solutions by combining various course themes. He/she evaluates the outcomes and looks for new opportunities. He/she can justify the decisions made by using the calculations presented. The student aims for alternative perspectives; he/she brings maturity and applies relevant details as needed. The student uses the feedback and iterates his learning process. He/she adds collaboration by being an asset for the team. The student develops creative and constructive working methods by bringing professional commitment throughout the course.
Instructed by the lecturer during the course.
Contact teaching
The course evaluation is based on the exam.
English
18.10.2021 - 01.12.2021
18.09.2021 - 17.10.2021
3 cr
21IB8
21IB7
21IB6
21IB5
15 - 30
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
No other other options than contact teaching, on-line studies as per degree instructions
The exam and its details to be informed in the beginning of the course.
This is an IB course
Totally 3 credits (each 27 hours), consisting of lectures, exercises and assignments, and the exam.
There are 5*lectures, the detailed content to be informed in the beginning of the lectures
The student recognizes the role and meaning of management accounting in a company. He/she understands the relevant managerial accounting principles and practices used by companies. The student is able to define the importance of the financial planning process and name the important fields within management accounting. The student identifies typical management accounting tools and methods in use; he/she can make basic financial plans and managerial calculations and solve accounting cases by making simple calculations. The student is able to give and receive feedback and take responsibility as an individual learner. The student can act as part of a team.
The student connects the role of management accounting in company operations. He/she structures the course themes with financial accounting by applying the tools and concepts used by companies. He/she explains why and how to use various management accounting methods for targeting profitable business. The student makes simple profitability calculations with simulation analysis and company's financial projections by applying the meaning of margin. The student makes relevant financial comparisons for management decisions and simulates outcome with various accounting factors. The student gives and receives constructive feedback; he/she is able to operate in professional manner by recognising relevant scope and needs. He develops his interaction skills by adding value to the team.
The student adapts the course themes at advanced level. He finds and translates the course themes with working life connections. He expands the context by bringing new perspectives, he analyses the selected management accounting methods. The student adopts the financial mindset, with academic perspective. The student builds creative solutions by combining various course themes. He/she evaluates the outcomes and looks for new opportunities. He/she can justify the decisions made by using the calculations presented. The student aims for alternative perspectives; he/she brings maturity and applies relevant details as needed. The student uses the feedback and iterates his learning process. He/she adds collaboration by being an asset for the team. The student develops creative and constructive working methods by bringing professional commitment throughout the course.
Instructed by the lecturer during the course
Contact teaching
The course evaluation is based on the exam.
English
18.10.2021 - 01.12.2021
18.09.2021 - 17.10.2021
3 cr
21IB4
21IB3
21IB2
21IB1
15 - 30
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
No other other options than contact teaching, on-line studies as per degree instructions
The exam and its details to be informed in the beginning of the course.
This is an IB course
Totally 3 credits (each 27 hours), consisting of lectures, exercises and assignments, and the exam.
There are 5*lectures, the detailed content to be informed in the beginning of the lectures
The student can recognise and define fundamentals of financial accounting, income statement and balance sheet. The student knows the basic functions of bookkeeping software. The student can work in a group and take responsibility for his/her own work in individual and team assignments.
The student is able to determine and apply the fundamental concepts of financial accounting. He/she knows how income statement and balance sheet are prepared. The student can use bookkeeping software at a basic level. The student takes responsibility and commits to group activities in addition to his/her own work.
The student masters the fundamental concepts of financial accounting and financial statements in an excellent manner. The student is able to analyse financial statements and has good capabilities to apply the learning. The student can use bookkeeping software well at a basic level. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
Pia Lamminsivu
- Material in Moodle
- Accounting and Finance, An Introduction. Eddie McLaney and Peter Atrill. Pearson. 2016 or similar book.
- lectures
- assignments
- teamwork
- bookkeeping of practice firm
English
07.03.2022 - 29.04.2022
16.01.2022 - 09.03.2022
2 cr
21IB4
21IB3
21IB2
21IB1
Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
--
Course exam in April 2022
First retake exam on 24th of May,2022
Second retake exam in September, 2022
-- (not translated)
2 ECTS = 54 hours
The student can recognise and define fundamentals of financial accounting, income statement and balance sheet. The student knows the basic functions of bookkeeping software. The student can work in a group and take responsibility for his/her own work in individual and team assignments.
The student is able to determine and apply the fundamental concepts of financial accounting. He/she knows how income statement and balance sheet are prepared. The student can use bookkeeping software at a basic level. The student takes responsibility and commits to group activities in addition to his/her own work.
The student masters the fundamental concepts of financial accounting and financial statements in an excellent manner. The student is able to analyse financial statements and has good capabilities to apply the learning. The student can use bookkeeping software well at a basic level. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
Pia Lamminsivu
- Material in Moodle
- Accounting and Finance, An Introduction. Eddie McLaney and Peter Atrill. Pearson. 2016 or similar book.
- lectures
- assignments
- teamwork
- bookkeeping of practice firm
English
07.03.2022 - 29.04.2022
16.01.2022 - 09.03.2022
2 cr
21IB8
21IB7
21IB6
21IB5
Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
--
Course exam in April 2022
First retake exam on 24th of May,2022
Second retake exam in September, 2022
-- (not translated)
2 ECTS = 54 hours
The student has completed all the assignments acceptably and attended contact lessons at least 80 %. The student is able to tell a few things about oneself in Finnish comprehensively. The student recognises typical grammatic structures like possessive structure, verb types and partitive.
The student has an active attitude towards studying Finnish language and culture showing that by completing written tasks according to the schedule. The student is able to use the typical grammatic structures like possessive structure, verb types and partitive in simple sentences. He/she is able to cope in most common everyday situations like introducing and shopping and tell simple things about his/her day, family, spare time etc. The student is able to write brief messages (e.g. e-mail, text message, and post card) in Finnish and is able to pronounce Finnish clearly enough.
The student has a positive and active attitude towards learning Finnish and is genuinely interested in Finnish culture, and brings it up by comparing Finnish culture to his/her own. He/she can pronounce Finnish distinctively and is able to use suitable and varied expressions in everyday situations using grammar almost correctly. The student is able to write brief texts in Finnish, which are mostly correct.
Terhi Tapaninen
All studying material and material recommendations are to be found in Moodle platform. Study book Suomen mestari 1, chapters 1–4, 8.
Because of the online implementation all kind of online material is utilized. The basic tool in communication during lessons is Zoom. All materials have been collected and structured in Moodle platform. The idea is to make learning basics of Finnish not only important but also interesting and fun.
o pronunciation exercises
o vocabulary exercises
o structural exercises
o conversational and drama exercises
o listening comprehension exercises
o reading comprehension exercises
o written exercises.
A course grade will be formed on the basis of a result of the written exam.
English
01.08.2021 - 16.12.2021
02.07.2021 - 31.08.2021
5 cr
21ENTRE
21IB
Terhi Tapaninen
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
A written exam will be conducted in the end of the second period. The date will be informed during the course and marked in Moodle. If possible, it will be in a face to face situation in a classroom in TAMK campus. A retake will be organized same way.
The whole group is international!
Finnish language differs so much from the mother tonques of the most students. That means rather much work to get in communication in Finnish especially now when a part of the students study abroad without getting help of living in Finland. The work demands time and online collaboration. A regular and active attendance in lessons is important and also compulsory to pass the course. But as said, in addition to it much private learning is needed. 5 ECTs course means 5 x 27 hours of work! To build up one's motivation is very important: to find useful, fun and creative ways to learn, use and understand Finnish. So have Finnish as a hobby also in your free time!
Basic information of Finnish language, pronunciation, greetings, numbers, time expressions, positive and negative verb conjugation, verb types, question sentences, nationalities, simple declensions, everyday vocabulary e.g.
Uncompleted assignments, big difficulties to understand and produce the simplest basic phrases and expressions.
Look at the course information.
Look at the course information.
Look at the course information.
The student recognises typical grammatical structures like local cases and object. He/she is able to tell some things about his/her future plans (e.g. travelling) in Finnish in most common situations. He/she is able to tell some simple things of the past and cope to some extent in situations in which Finns use spoken language.
The student has an active attitude towards studying the Finnish language and culture showing that by completing written tasks. The student is able to use typical grammatical structures like local cases and object in simple sentences. He/she is able to tell about future plans in simple ways understandable in common situations. The student is able to talk about the past and explain his/her ideas and plans understandably. He/she comprehends main topics in everyday conversations with Finns who talk standard spoken language.
The student has a positive and active attitude towards learning the language and is genuinely interested in Finnish culture, and brings it up by expressing his/her findings about cultural matters. The student is able to talk understandably about the past and express himself/herself in various ways. He/she can cope in situations with Finns talking standard spoken Finnish, when topics are related to matters he/she is interested in, and/or when topics concern everyday life.
Kirsi Saarinen
We will discuss this in the beginning of the course.
Classroom and online meetings.
Course assignments.
Exams (a midterm exam and a final exam).
We practise both speaking, listening comprehension, writing, and reading. We will focus on active language use and comprehension.
Participation in the course meetings.
Review of the course assignments.
Review of the exams.
English
01.08.2021 - 20.12.2021
09.06.2021 - 08.09.2021
5 cr
20IB
21IB
Maiju Paldán
Not available.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not available.
Not available.
We will talk about this later on the course.
Not available.
You should prepare for the following schedule in each course week:
- One three hour course meeting.
- 3-6 hours of independent work (home work, course assignments, reviews). The amount of independent work varies each week.
We will discuss this in the beginning of the course.
Student gets the grade 0 when their course participation fits the following description for all or most parts:
- Has too many absences in the course, and/or does not showcase active and undisturbed participation in the course. Forgets easily about the homework, and is not able to compensate it in other ways (e.g. by classroom participation).
- Does not submit their assignments in time, and/or does not follow the general guidelines and instructions in their work.
- Performs poorly in the exams and/or other reviewed assignments, and showcases lack of effort in their work.
- Relies almost solely on friends, translation apps, and other external resources that can prevent genuine learning. Shows very little effort on learning and doing things indepedently.
- Showcases very little progression in the course, and does not master any of the major skills that are required in the end of the course.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
Student gets the grade 1 or 2 when their course participation fits the following description for all or most parts:
- Attends the required amount of course meetings but might not always show active participation. Forgets easily about the homework, and is not able to compensate it in other ways (e.g. by classroom participation).
- Submits most of their course assignments in time, and has followed the general guidelines in their work, even if the end result needs a lot of improvement.
- Might not perform well in the exams and other reviewed assignments but can showcase at least some type of progress in their studying.
- Relies a bit too much on friends, translation apps, and other external resources that can prevent genuine learning. However, puts at least some effort on learning and doing things indepedently.
- Masters some of the skills that are required in the end of the course but could still benefit from a lot of practice.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
Student gets the grade 3 or 4 when their course participation fits the following description for all or most parts:
- Shows active and undisturbed participation in the course meetings. Does at least most of their homework in time.
- Submits most of their course assignments in time, and does their work diligently.
- Performs well or at least moderately well in the exams and other reviewed assignments.
- Relies only a little on friends, translation apps, and other external resources that can prevent genuine learning. Instead, puts effort on learning and doing things independently.
- Masters most of the skills that are required in the end of the course but might still need some practise in certain areas.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
Student gets the grade 5 when their classroom participation fits the following description for all or most parts:
- Shows active and undisturbed participation in the course meetings. Does at least most of their homework in time.
- Submits their course assignments in time, and does their work diligently.
- Performs well in the exams and other reviewed assignments.
- Relies very little on friends, translation apps, and other external resources that can prevent genuine learning. Instead, puts effort on learning and doing things independently.
- Masters fluently the skills that are required in the end of the course, and even exceeds the expectations in certain areas.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
The student recognises typical grammatical structures like local cases and object. He/she is able to tell some things about his/her future plans (e.g. travelling) in Finnish in most common situations. He/she is able to tell some simple things of the past and cope to some extent in situations in which Finns use spoken language.
The student has an active attitude towards studying the Finnish language and culture showing that by completing written tasks. The student is able to use typical grammatical structures like local cases and object in simple sentences. He/she is able to tell about future plans in simple ways understandable in common situations. The student is able to talk about the past and explain his/her ideas and plans understandably. He/she comprehends main topics in everyday conversations with Finns who talk standard spoken language.
The student has a positive and active attitude towards learning the language and is genuinely interested in Finnish culture, and brings it up by expressing his/her findings about cultural matters. The student is able to talk understandably about the past and express himself/herself in various ways. He/she can cope in situations with Finns talking standard spoken Finnish, when topics are related to matters he/she is interested in, and/or when topics concern everyday life.
Terhi Tapaninen
Teacher´s materials, course book Suomen mestari 1, chapters 5-9.
Classroom meetings if the Covid-19 situation allows it.
Course assignments.
Exams (a midterm exam and a final exam).
We practise speaking, listening comprehension, writing, and reading. We will focus on active language use and comprehension.
Participation in the course meetings.
Review of the course assignments.
Review of the exams.
English
20.01.2022 - 05.05.2022
01.11.2021 - 15.01.2022
5 cr
21ENTRE
20ENTRE
20IB
21IB
Terhi Tapaninen
Not available.
TAMK Languages and Communication
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not available.
Not available.
We will talk about this later on the course.
Not available.
You should prepare for the following schedule in each course week:
- One three hour course meeting.
- 3-6 hours of independent work (home work, course assignments, reviews). The amount of independent work varies each week.
We will discuss this in the beginning of the course.
Student gets the grade 0 when their course participation fits the following description for all or most parts:
- Has too many absences in the course, and/or does not showcase active and undisturbed participation in the course. Forgets easily about the homework, and is not able to compensate it in other ways (e.g. by classroom participation).
- Does not submit their assignments in time, and/or does not follow the general guidelines and instructions in their work.
- Performs poorly in the exams and/or other reviewed assignments, and showcases lack of effort in their work.
- Relies almost solely on friends, translation apps, and other external resources that can prevent genuine learning. Shows very little effort on learning and doing things indepedently.
- Showcases very little progression in the course, and does not master any of the major skills that are required in the end of the course.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
Student gets the grade 1 or 2 when their course participation fits the following description for all or most parts:
- Attends the required amount of course meetings but might not always show active participation. Forgets easily about the homework, and is not able to compensate it in other ways (e.g. by classroom participation).
- Submits most of their course assignments in time, and has followed the general guidelines in their work, even if the end result needs a lot of improvement.
- Might not perform well in the exams and other reviewed assignments but can showcase at least some type of progress in their studying.
- Relies a bit too much on friends, translation apps, and other external resources that can prevent genuine learning. However, puts at least some effort on learning and doing things indepedently.
- Masters some of the skills that are required in the end of the course but could still benefit from a lot of practice.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
Student gets the grade 3 or 4 when their course participation fits the following description for all or most parts:
- Shows active and undisturbed participation in the course meetings. Does at least most of their homework in time.
- Submits most of their course assignments in time, and does their work diligently.
- Performs well or at least moderately well in the exams and other reviewed assignments.
- Relies only a little on friends, translation apps, and other external resources that can prevent genuine learning. Instead, puts effort on learning and doing things independently.
- Masters most of the skills that are required in the end of the course but might still need some practise in certain areas.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
Student gets the grade 5 when their classroom participation fits the following description for all or most parts:
- Shows active and undisturbed participation in the course meetings. Does at least most of their homework in time.
- Submits their course assignments in time, and does their work diligently.
- Performs well in the exams and other reviewed assignments.
- Relies very little on friends, translation apps, and other external resources that can prevent genuine learning. Instead, puts effort on learning and doing things independently.
- Masters fluently the skills that are required in the end of the course, and even exceeds the expectations in certain areas.
In case the teacher can not choose the grade based on this criteria, the final exam and other reviewed assignments will determine the grade.
The student is able to tell about his/her future plans and things from the past in Finnish in most common situations using the typical grammatical structures. He/she is able to give a brief speech in Finnish in simple sentences. He/she is able to write a brief attachment for CV. He/she needs help in order to understand texts only in Finnish informing about available jobs.
The student has an active attitude towards studying the Finnish language and culture, and shows that by completing written tasks according to the schedule. He/she is able to tell about future plans and the past understandably in common situations using typical grammatical structures correctly. The student is able to explain his/her ideas and plans clearly. The student understands main topics in everyday conversations with Finns who talk standard spoken language. He/she is able to write a job application and CV in standard expressions. He/she is able to search for available jobs and understand texts with the help of dictionary. The student is able to give a speech in Finnish in standard Finnish sentences.
The student has a positive and active attitude towards learning language and is genuinely interested in Finnish culture, and brings it up by expressing his/her findings about cultural matters. He/she can cope in situations with Finns talking standard spoken Finnish, when topics are related to matters he/she is interested in, and/or topics concerning everyday life. He/she is able to search for available jobs and understand easily texts, which are related to his/her interests and include more complicated structures. He/she can write a job application and CV in detailed manner. He/she is able to give a speech with a meaningful content, speaking fluently in versatile Finnish sentences.
Päivi Suominen-Tontti
Työelämän suomea -materiaali verkossa, opettajan materiaali Moodlessa (not translated)
opetuskeskustelu, kirjalliset ja suulliset harjoitukset, ryhmätyöt (not translated)
English
07.03.2022 - 24.05.2022
25.11.2021 - 09.03.2022
2 cr
21ENTRE
19IB
20ENTRE
20IB
21IB
Päivi Suominen-Tontti
TAMK Languages and Communication
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Ei ole (not translated)
Kurssi käsittelee työelämän suomen kieltä (not translated)
Sovitaan kurssilla (not translated)
Kurssi on suunnattu KV-opiskelijoille (not translated)
2 op, joista lähiopetusta 7x3h (not translated)
A student has completed the assignments acceptably and attended contact lessons at least 80 %. She/he is able to tell about her/his future plans and things from the past in Finnish in most common situations. She/he is able to give a brief speech in Finnish in simple sentences. She/he is able to write a brief attachment for CV. She/he needs help in order to understand texts only in Finnish informing about available jobs.
A student has an active attitude towards studying Finnish language and culture, and shows that by completing written tasks according to the schedule. She/he is able to tell about future plans and the past understandably in common situations. A student is able to explain her/his ideas and plans clearly. She/he understands main topics in everyday conversations with Finns who talk standard spoken language. She/he is able to write a job application and CV in standard expressions. She/he is able to search for available jobs and understand texts with the help of dictionary. She is able to give a speech in Finnish in standard Finnish sentences.
A student has a positive and active attitude towards learning language and is genuinely interested in Finnish culture, and brings it up by expressing her/his findings about cultural matters. She/he can cope in situations with Finns talking standard spoken Finnish, when topics are related to matters she/he is interested in, and/or topics concern everyday life. She/he is able to search for available jobs and understand easily texts, which are related to her/his interests and include more complicated structures. She/he can write a job application and CV in detailed manner. She/he is able to give a speech with a meaningful content, speaking fluently with a slight accent.
The student shows some basic understanding of the future business trends. He/she is aware of the changes that are taking place in international business. He/she is able to give examples of some of the business megatrends. He/she takes responsibility for his/her own work.
The student shows understanding of the future trends in international business. He/she is able to give examples of the effects of digitalisation, robotisation, climate change, smart cities, other future trends, and their impact on doing business. He/she is able to apply this knowledge and demonstrate how these trends will affect doing business.
The student is able to analyse economically and operationally how the future megatrends will affect doing international business. He/she can prepare and perform an industry-level briefing on the characteristics of future trends of the chosen field. He/she takes it for granted that the future trends are very different from the past ones, and adjusts his/her thinking accordingly.
Toni Lehtimäki
Will be announced later
Online and contact lesson
Study conversation
Class activity
Individual task
Project
Presentation
Individual task: 20%
Pair task: 30%
Trio Project: 30%
Presentation: 10%
Class activity: 10%
English
07.03.2022 - 05.05.2022
01.01.2022 - 09.03.2022
5 cr
19IB
22KVHN1
15 - 40
Shaidul Kazi
The students should do course activities on time. Doing late may affect to the final grade.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
3 cr
0-5
Talk to the teacher
The students will write course project based on a real world company
No test but group project and its oral presentation
Possible and welcome
- Total resource hurs= 27x5 = 135
- Contact meeting 7 (7 x 3): 21 hours
- Project: 40 hours
- Individual, pair task and class activity: 30 hours
- Reading: 44 hours
Not done obligatory course activities
The student shows some basic understanding of the future business trends. He/she is aware of the changes that are taking place in international business. He/she is able to give examples of some of the business megatrends. He/she takes responsibility for his/her own work.
The student shows understanding of the future trends in international business. He/she is able to give examples of the effects of digitalisation, robotisation, climate change, smart cities, other future trends, and their impact on doing business. He/she is able to apply this knowledge and demonstrate how these trends will affect doing business.
The student is able to analyse economically and operationally how the future megatrends will affect doing international business. He/she can prepare and perform an industry-level briefing on the characteristics of future trends of the chosen field. He/she takes it for granted that the future trends are very different from the past ones, and adjusts his/her thinking accordingly.
The student can give the fundamentals for the question: What is global economics about? He/she recognises the difference between micro and macro economy and is able to name essential factors in the field of macro economy. He/she manages to identify the factors that affect an economy. The student can give and receive feedback.
The student applies the connections between global economic factors like GDP, GNP, inflation, interest rates and other relevant macro-economic factors. He/she knows the relevant terms and connections and can explain basic cause-effect relationships. He/she sees the importance of global trade and adopts various macro theories. The student gives and receives constructive feedback and develops his/her skills for co-operation.
The student analyses and translates the connections within global economy factors. He/she can generalise complicated theories by seeing the relevancy behind the economic signals. He/she can explain economic fluctuations and reasons behind them. He/she justifies outcome for various global assumptions, formulating the impacts of GDP, inflation, employment and other factors related. He/she finds the links between global economy factors by evaluating the information available. The student uses feedback to grow professionally, he/she develops creative and flexible mindset and works in a responsible manner.
Petteri Vilén
Materials and links dedicated by the lecturer
Contact teaching with team working, on-line studies optional depending on the conditions
English
07.03.2022 - 15.05.2022
16.01.2022 - 09.03.2022
3 cr
21IB4
21IB3
21IB2
21IB1
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not available, the course is based on contact teaching
N/A
To be informed during the first lecture
An international implementation
The course is 3cr (27h each), which is based on lectures, team working and individual studying
There are 5 * 3h lectures, according the schedule set
The student can give the fundamentals for the question: What is global economics about? He/she recognises the difference between micro and macro economy and is able to name essential factors in the field of macro economy. He/she manages to identify the factors that affect an economy. The student can give and receive feedback.
The student applies the connections between global economic factors like GDP, GNP, inflation, interest rates and other relevant macro-economic factors. He/she knows the relevant terms and connections and can explain basic cause-effect relationships. He/she sees the importance of global trade and adopts various macro theories. The student gives and receives constructive feedback and develops his/her skills for co-operation.
The student analyses and translates the connections within global economy factors. He/she can generalise complicated theories by seeing the relevancy behind the economic signals. He/she can explain economic fluctuations and reasons behind them. He/she justifies outcome for various global assumptions, formulating the impacts of GDP, inflation, employment and other factors related. He/she finds the links between global economy factors by evaluating the information available. The student uses feedback to grow professionally, he/she develops creative and flexible mindset and works in a responsible manner.
Petteri Vilén
Materials and links dedicated by the lecturer
Contact teaching with team working, on-line studies optional depending on the conditions
English
07.03.2022 - 15.05.2022
16.01.2022 - 09.03.2022
3 cr
21IB8
21IB7
21IB6
21IB5
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not available, the course is based on contact teaching
N/A
To be informed during the first lecture
An international implementation
The course is 3cr (27h each), which is based on lectures, team working and individual studying
There are 5 * 3h lectures, according the schedule set
The student can recognise basic concepts of employee staffing, training, development, motivation and maintenance. He/she has a basic understanding of the long-term HR needs for a company and can participate in developing a company-wide HR policy. He/she can work in a group and take responsibility for his/her own work. The student can give and receive feedback but considers and assesses things from his/her own viewpoints. The student has the skills to be part of the group dealing with the labour union.
The student can explain the good practices of employee staffing, training, development, motivation and maintenance. He/she can explain diverse alternatives for the various HR activities and in addition, can be part of creating a new HR policy for a firm. He/she can help to select good actions for solving HR related problems. The student understands future applications of technology to HR management. He/she can cooperate responsibly and is ready to develop his/her interaction skills further. The student can help to deal with the labour union.
The student understands the good practices of and the relationships between employee staffing, training, development, motivation and maintenance. The student is able to assist in defining the long-term HR needs for a company. He/she can assess diverse alternatives for the various HR activities, can help to create a new HR policy for a firm and solve HR related problems. The student understands future applications of technology to HR management. He/she can cooperate responsibly, constructively and flexibly with a diverse group of colleagues in solving practical problems. In case of need, the student can deal with the labour union.
Human Resource Management (9th edition or the newer publication), Gary Dessler, Prentice Hall
&
Suggested reading materials (given during the implementation)
Online lesson
Study conversation
Individual task
Project
Presentation
Individual task, project and presentation
English
27.10.2021 - 15.12.2021
15.09.2021 - 27.10.2021
5 cr
20IB
21KVHN2
15 - 40
Shaidul Kazi
The course will be online. However, if requires, small group meetings may be held. In this case, announcement will be made later.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
5 cr
0-5
Contact to the course teacher
The course project wil be done in pairs or in small groups and it will be based on an interview with a human resource manager of a company.
There is no test but project, presentation and individual task.
Open
- Total resource hurs= 27x5 = 135
- Contact meeting 7 (7 x 3): 21 hours
- Project: 30 hours
- Individual task: 30 hours
- Reading: 47 hours
Not done the course project, presentation and at least two of the individual tasks
The student can recognise basic concepts of employee staffing, training, development, motivation and maintenance. He/she has a basic understanding of the long-term HR needs for a company and can participate in developing a company-wide HR policy. He/she can work in a group and take responsibility for his/her own work. The student can give and receive feedback but considers and assesses things from his/her own viewpoints. The student has the skills to be part of the group dealing with the labour union.
The student can explain the good practices of employee staffing, training, development, motivation and maintenance. He/she can explain diverse alternatives for the various HR activities and in addition, can be part of creating a new HR policy for a firm. He/she can help to select good actions for solving HR related problems. The student understands future applications of technology to HR management. He/she can cooperate responsibly and is ready to develop his/her interaction skills further. The student can help to deal with the labour union.
The student understands the good practices of and the relationships between employee staffing, training, development, motivation and maintenance. The student is able to assist in defining the long-term HR needs for a company. He/she can assess diverse alternatives for the various HR activities, can help to create a new HR policy for a firm and solve HR related problems. The student understands future applications of technology to HR management. He/she can cooperate responsibly, constructively and flexibly with a diverse group of colleagues in solving practical problems. In case of need, the student can deal with the labour union.
The student knows the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, and Word), and can use them. The student has a basic knowledge of some supporting tools. The student is able to use a cloud environment for sharing information. The student takes responsibility of his/her own studying but may still need some support or supervision for using the tools and working in a group.
The student recognises well the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, Word) and can tailor their use based on the outcome required. The student has a basic knowledge of some supporting tools. The student uses cloud environment efficiently for sharing information. The student can do the given tasks independently and is able to support other team members.
The student can broadly and independently apply the MS Office tools and cloud environment. The student has a basic knowledge of some supporting tools. The student is very self-confident in solving problems in his/her application area, can explain and teach the tools and methods to others and help his/her team mates in their ICT problems.
Emmanuel Abruquah
Materials will be provided on TUNI Moodle, YouTube sources etc.
Demonstration, hands-on activities.
Continuous assessment and self-evaluation will be used. Peer-evaluation will encourage students to improve their understanding.
English
02.09.2021 - 31.12.2021
09.06.2021 - 31.08.2021
3 cr
21IB4
21IB3
21IB2
21IB1
10 - 25
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
3 cr
0-5
Prior completion of a similar course, certificate of completion etc.
There will be no exams. The evaluation will be based on attaining 80% of attendance and completion of the assignments and projects.
No!
Students design templates for Office Word, Excel and PowerPoint.
- Saving and filing of digital documents
- Ms Word basics and advance
- Ms Excel basics, calculation and functions
- PowerPoint presentation design
- student has not attended 80% of the online classes.
- the student has not provided any medical report to justify his/her absences
- student has not completed and submitted at least, half of the assignments and projects
- student has attended 80% of the online classes.
- student has completed and submitted at least, more than half of the assignments and projects on the course, with some recognisable errors.
- student has written and submitted a reflective essay- self-evaluation.
- student has attended 80% of the online classes.
- student has completed and submitted all the required assignments and project on time, with minor errors
- student has written and submitted a reflective essay- self-evaluation.
- student has attended 80% of the online classes.
- student has completed and submitted all the required assignments and project on time, with no errors
- student has written and submitted a reflective essay- self-evaluation.
The student knows the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, and Word), and can use them. The student has a basic knowledge of some supporting tools. The student is able to use a cloud environment for sharing information. The student takes responsibility of his/her own studying but may still need some support or supervision for using the tools and working in a group.
The student recognises well the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, Word) and can tailor their use based on the outcome required. The student has a basic knowledge of some supporting tools. The student uses cloud environment efficiently for sharing information. The student can do the given tasks independently and is able to support other team members.
The student can broadly and independently apply the MS Office tools and cloud environment. The student has a basic knowledge of some supporting tools. The student is very self-confident in solving problems in his/her application area, can explain and teach the tools and methods to others and help his/her team mates in their ICT problems.
Emmanuel Abruquah
Materials will be provided on TUNI Moodle, YouTube sources etc.
Demonstration, hands-on activities.
Continuous assessment and self-evaluation will be used. Peer-evaluation will encourage students to improve their understanding.
English
09.09.2021 - 31.12.2021
02.06.2021 - 31.08.2021
3 cr
21IB8
21IB7
21IB6
21IB5
15 - 25
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
3 cr
0-5
Prior completion of a similar course, certificate of completion etc.
There will be no exams. The evaluation will be based on attaining 80% of attendance and completion of the assignments and projects.
No!
Students design templates for Office Word, Excel and PowerPoint.
- Saving and filing of digital documents
- Ms Word basics and advance
- Ms Excel basics, calculation and functions
- PowerPoint presentation design
- student has not attended 80% of the online classes.
- the student has not provided any medical report to justify his/her absences
- student has not completed and submitted at least, half of the assignments and projects
- student has attended 80% of the online classes.
- student has completed and submitted at least, more than half of the assignments and projects on the course, with some recognisable errors.
- student has written and submitted a reflective essay- self-evaluation.
- student has attended 80% of the online classes.
- student has completed and submitted all the required assignments and project on time, with minor errors
- student has written and submitted a reflective essay- self-evaluation.
- student has attended 80% of the online classes.
- student has completed and submitted all the required assignments and project on time, with no errors
- student has written and submitted a reflective essay- self-evaluation.
The student can name different aspects of innovation, and their role in developing a business. He/she can recognise solutions for supporting an organisation’s innovation performance. The student is able to apply innovation theories and practices in a variety of business settings. He/she can evaluate the business feasibility of innovations, products and services. The student recognises the different phases in the product and service design process.
The student is familiar with the different aspects of innovation, and their role in developing and growing a business. He/she can recognise and assess solutions for supporting an organisation’s innovation performance. The student understands the strategies most effective for exploiting innovations. The student is able to apply innovation theories and practices in a variety of business settings. He/she can evaluate the business feasibility of innovations, products and services. The student can plan, implement and assess the different phases of the product and service design process. He/she can identify critical phases of product and service design projects.
The student has in-depth understanding of the different aspects of innovation, and their role in developing and growing a business. He/she can recognise, assess and advocate the most suitable solutions for improving an organisation's innovation performance. The student can develop and implement the most effective strategies for exploiting innovations. The student is able to implement innovation theories into practice in a variety of business settings. He/she can boost the business feasibility of innovations, products and services. The student can plan, implement and assess the different phases of the product and service design process. He/she can tackle critical phases of product and service design projects.
Sven Rassl
Kim, W.Chan & Mauborgne, Renee: Blue Ocean Strategy or Blue Ocean Shift
Selected articles available in Moodle
The course will be delivered online using Tuni Moodle. Live sessions will be held via Zoom.
Individual learning diary
Team assignments
Active participation in the contact sessions and teamwork.
More detailed assessment criteria will be given in the first contact session.
English
30.08.2021 - 11.10.2021
09.06.2021 - 30.08.2021
5 cr
20IB
21KVHN2
15 - 40
Tuula Andersson, Sven Rassl
Teachers:
Sven Rassl and Tuula Andersson
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
5 cr
0-5
None
There's no exam. The course evaluation is based on the individual learning diary and 1-2 team/pair exercises. Upgrading of the final grade is possible with an extra assignment which must be discussed with the instructors.
The course is worth 5 credits, which means a total workload of 135 hours. Contact teaching is appr. 27 hours and the rest is students' independent work.
During the two first weeks of the course there will be two contact sessions / week, and after that 1 session / week. During the 3rd week the course "Consultation Projects" will start. It is the practical part of the study module where the learnings of this course will be implemented.
The student is able to recognise the basic concepts of branding. He/she is able to conduct his/her part and participate in the brand strategy development assignment, with assistance, following instructions. The student participates in the international teamwork and is able to recognise his/her contribution to the task.
The student is able to explain the structure of brand strategy and brand identity as tools of brand management. He/she is able to research the business environment of a brand for developing a brand strategy. The student is able to develop a brand strategy plan. The student acts as an active member of an international project team, takes responsibility of his/her own work and is able to co-operate in a multinational team also by using virtual communication tools.
The student is able to analyse the theoretical concepts of branding and apply them in the branding assignment in an excellent manner. He/she is able to develop different solutions for the brand challenge based on the research and assess different alternatives. The student is able to creatively apply the theoretical tools to develop a well reasoned brand strategy. The student takes a leading role in the international teamwork or part of it, can co-operate flexibly and constructively taking into account the cultural differences of the participants and thereby develop the group’s interaction.
Annikka Lepola
Examples of literature related to the topic:
Floor, K. 2006. Branding a Store. Amsterdam: BIS Publishers
Finne S., Sivonen H. 2009. The Retail Value Chain
Jansen. M.2006. Brand Prototyping
Usunier, J. 2000. Marketing across cultures
Edwards, H., Day, D.2005. Creating Passion Brands: How to build emotional brand connection with customers.
Aaker D. Building strong brands
Studying is mainly based on students’ team work around a business case, coached by the teachers from TAMK and the partner universities. The students work in in international teams with members from the partner universities. Coaching will be arranged partially in the class, if possible, and partially online.
Regular virtual meetings and conferences are an essential part of the course.
The theoretical part will be studied by lectures and self-study materials.
Course evaluation comprises of the
- Products (deliverables): completing the theoretical part, research and brand strategy report and presentation. The presentation will be evaluated and graded also by the commissioner.
- Process: agreeing and documenting the team rules and meetings, active participation & communication in an international team including self, peer and teacher evaluation.
Both part must be completed in an acceptable manner.
English
18.01.2022 - 22.04.2022
24.11.2021 - 15.01.2022
5 cr
20IB
0 - 30
Tuula Andersson, Annikka Lepola
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
5 cr
4 cr
0-5
None
A Dutch bicycle company will give the students the branding challenge.
No exam. The students should realize that it is very difficult to improve the final grade afterwards because the evaluation is based not only on the output of the project but also on the teamwork skills.
This course is executed in cooperation with TAMK Business Administration, Brno University of Technology in Czech Republic, Stenden University of Applied Sciences, Windesheim University of Applied Sciences in the Netherlands and a Belgian university.
Student time use 135 hours altogether. Generally there are 2 * 3 "class" hours per week. Part of the class hours (appr. 60 hours) will be reserved for working with the project and part of them for branding theory. However, students should notice that a great deal of the execution will be done outside class hours (135 - 60 = 75 hours)
Week x will be an intensive week and the students should prepare themselves to work with this course also outside the regular class hours.
Suvi Hokkanen
English
24.08.2021 - 31.07.2022
25.07.2021 - 23.08.2021
60 cr
AVOINAMK
0 - 8
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Pass:
The student completes practical training for the required length in practical assignments in their field of study. He/she is able to apply the rules, knowledge and skills to their practical training. All the required documentation is submitted to the practical training supervisor and the feedback discussion takes place. The student is able to give and receive feedback and take responsibility of his/her own work.
Fail:
The student has does not complete the required length of practical training in their field of study. The required documents are not submitted to the supervisor, and no feedback discussion takes place with the practical training supervisor.
Janne Hopeela
Guidelines for Practical Training are discussed during the Practical Training Orientation. Description of Practical Training can be found in IB Curriculum and more detailed guidelines in TAMK Intra, student's handbook.
Before starting the practical training the students will need to participate in a Practical Training Orientation which will be arranged during the autumn term of the second study year. The student must contact the Practical Training Supervisor at TAMK well in advance before signing the practical training agreement. A written agreement is always required. Students will have a supervisor both in the company and at TAMK during their practical training. Students are writing reports and weekly diaries during the practical training period.
During the practical training the TAMK BBA students are building their knowledge and practical skills in the field of their chosen mandatory module of the TAMK BBA programme. Evaluation is based on practical training reports and final discussion after the practical training period -> pass.
English
01.08.2021 - 31.12.2021
09.06.2021 - 31.08.2021
30 cr
19IB
Marita Tuomala, Janne Hopeela
For more information please contact either:
Marita Tuomala; marita.tuomala@tuni.fi or
Janne Hopeela; janne.hopeela@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
Pass/Fail
In case of accreditation of your previous work experience please contact either Ms. Tuomala or Mr. Hopeela
During the practical training period the students will learn the organizational culture of the employer and rules of the working life. Students will find the work placement themselves. Students are able to use TAMK's JobTeaser portal to find internships.
No exam. Students are writing reports and weekly diaries during the practical training period.
Finnish degree students are recommended to look for practical training positions abroad and foreign degree students either in Finland or abroad. We have some international connections; please contact your practical training supervisors.
The practical training is 30 ECTS which equals 5 months of full-time work (20 working weeks). The practical training can be done in no more than two parts.
Pass - when all the required reports and a copy of the work certificate have been returned to the practical training supervisor and the feedback discussion has taken place between the student and the practical training supervisor at TAMK.
The student can recognise, name and define basic concepts and terms in international trade and international contract law. The student can work in a group and take responsibility for his/her own work in individual and team assignments.
The student is able to explain, compare and apply the terms and concepts in international trade and international contract law. The student can solve problems in case studies and assignments and justify his/her choice. The student takes responsibility and commits to group activities in addition to his/her own work.
The student can apply the terms and concepts in international trade and international contract law extensively and is able to analyse and relate them to professional context. The student is able to assess diverse solution alternatives in case studies and assignments. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
Marita Tuomala
ICC Guide to Export / Import - Global Business Standards and Strategies by Guillermo C. Jimenez. ICC Publications 2018. Fifth Edition.
PART A / Tuomala: International Trade; Contact teaching in class, exercises, assignments, exam in Moodle
PART B / Leino: International Contracts - starting week 6; Contact teaching online, materials and assignments in Moodle
Grading scale 0 - 5. Total Grade: PART A. 70 % + PART B. 30 %
English
01.01.2022 - 06.03.2022
24.11.2021 - 15.01.2022
3 cr
21IB4
21IB3
21IB2
21IB1
Marita Tuomala, Tomi Leino
Further information:
Marita Tuomala
marita.tuomala@tuni.fi
tel. + 358 40 846 8057
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
1 cr
0-5
None
None
PART A: Exam dates will be informed later
PART B. Exam dates will be informed later
None
3 ECTS = 80 hours student time usage
PART A: 2 ECTS: About 20 hours lectures + 20 hours studying the course literature and materials + 10 hours making the L/C assignment and other assignments
PART B: 1 ECTS: About 30 hours; lectures + assignments
Part A: Practices of International trade; weeks 2 - 8
Part B: International Law and Contracts; weeks 6 - 10
The detailed course plan will be introduced during the first class.
Student is not able to name or define the basic concepts and terms in International Trade and International Contract Law. The student has failed in exam / exams and / or mandatory assignments.
Student has limited knowledge of the basic concepts and terms in International Trade and International Contract Law, resulting in exam grades 1 - 2. The student is able to list, define and explain the basic concepts and terms in mandatory assignments.
Student has good knowledge of the concepts and terms in International Trade and International Contract Law, resulting in exam grades 3 - 4. The student is able to use and apply the terms and concepts well in simple tasks and mandatory assignments.
Student has excellent knowledge of the concepts and terms in International Trade and International Contract Law, resulting in an exam grade 5. The student masters the terms and concepts of the subject matter in an excellent manner and is able to apply and analyse the terms and concepts extensively in mandatory assignments and challenging case studies.
The student can recognise, name and define basic concepts and terms in international trade and international contract law. The student can work in a group and take responsibility for his/her own work in individual and team assignments.
The student is able to explain, compare and apply the terms and concepts in international trade and international contract law. The student can solve problems in case studies and assignments and justify his/her choice. The student takes responsibility and commits to group activities in addition to his/her own work.
The student can apply the terms and concepts in international trade and international contract law extensively and is able to analyse and relate them to professional context. The student is able to assess diverse solution alternatives in case studies and assignments. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
Marita Tuomala
ICC Guide to Export / Import - Global Business Standards and Strategies by Guillermo C. Jimenez. ICC Publications 2018. Fifth Edition.
PART A / Tuomala: International Trade; Contact teaching in class, exercises, assignments, exam in Moodle
PART B / Leino: International Contracts - starting week 6; Contact teaching online, materials and assignments in Moodle
Grading scale 0 - 5. Total Grade: PART A. 70 % + PART B. 30 %
English
01.01.2022 - 06.03.2022
24.11.2021 - 15.01.2022
3 cr
21IB8
21IB7
21IB6
21IB5
Marita Tuomala, Tomi Leino
Further information:
Marita Tuomala
marita.tuomala@tuni.fi
tel. + 358 40 846 8057
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
1 cr
0-5
None
None
PART A: Exam dates will be informed later
PART B. Exam dates will be informed later
None
3 ECTS = 80 hours student time usage
PART A: 2 ECTS: About 20 hours lectures + 20 hours studying the course literature and materials + 10 hours making the L/C assignment and other assignments
PART B: 1 ECTS: About 30 hours; lectures + assignments
Part A: Practices of International trade; weeks 2 - 8
Part B: International Law and Contracts; weeks 6 - 10
The detailed course plan will be introduced during the first class.
Student is not able to name or define the basic concepts and terms in International Trade and International Contract Law. The student has failed in exam / exams and / or mandatory assignments.
Student has limited knowledge of the basic concepts and terms in International Trade and International Contract Law, resulting in exam grades 1 - 2. The student is able to list, define and explain the basic concepts and terms in mandatory assignments.
Student has good knowledge of the concepts and terms in International Trade and International Contract Law, resulting in exam grades 3 - 4. The student is able to use and apply the terms and concepts well in simple tasks and mandatory assignments.
Student has excellent knowledge of the concepts and terms in International Trade and International Contract Law, resulting in an exam grade 5. The student masters the terms and concepts of the subject matter in an excellent manner and is able to apply and analyse the terms and concepts extensively in mandatory assignments and challenging case studies.
The student recognizes the role of accounting in a company and relevant accounting principles and practices. The student can name the most relevant topics in financial accounting and sees the purpose of operating a business. The student identifies the principles of bookkeeping and financial statements and can make basic bookkeeping postings. He/she recognizes the key principles of Finnish business taxation and legal obligations. The student is able to give and receive feedback and take responsibility as an individual learner, and act as part of a team.
The student is able to structure the connection between profitability, balance sheet and cash flow. The student can apply the principles of double entry postings and name the phases of year end close. The student is able to apply calculations for VAT, payroll and other obligations; he/she can make simple year end closings based on financial accounting process. The student is able to give and receive constructive feedback and develop his/her interaction skills, adding value to the team.
The student adapts the course themes at advanced level. He/she expands the context with curiosity and analyses the course themes actively. The student finds the path towards academic approach and uses relevant information sources. The student is able to evaluate and assess financial accounting processes and build creative solutions by combining the course themes. The student pays needed attention to detail in cases, looks for alternative perspectives. The student uses feedback to iterate the learning process. The student is able to develop creative and constructive working methods and bring professional commitment throughout the course.
the course slides, other materials to be informed during the lectures
Contact teaching and selected exercises, on-line teaching as needed
English
01.09.2021 - 17.10.2021
09.06.2021 - 31.08.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 40
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
To be informed during the first course lecture
The course is 2 credits, 54 hours of student work
The course is focused on introducing the fundamentals of accounting, specially financial accounting. The selected themes by the sessions are specified during the first lecture.
The student recognizes the role of accounting in a company and relevant accounting principles and practices. The student can name the most relevant topics in financial accounting and sees the purpose of operating a business. The student identifies the principles of bookkeeping and financial statements and can make basic bookkeeping postings. He/she recognizes the key principles of Finnish business taxation and legal obligations. The student is able to give and receive feedback and take responsibility as an individual learner, and act as part of a team.
The student is able to structure the connection between profitability, balance sheet and cash flow. The student can apply the principles of double entry postings and name the phases of year end close. The student is able to apply calculations for VAT, payroll and other obligations; he/she can make simple year end closings based on financial accounting process. The student is able to give and receive constructive feedback and develop his/her interaction skills, adding value to the team.
The student adapts the course themes at advanced level. He/she expands the context with curiosity and analyses the course themes actively. The student finds the path towards academic approach and uses relevant information sources. The student is able to evaluate and assess financial accounting processes and build creative solutions by combining the course themes. The student pays needed attention to detail in cases, looks for alternative perspectives. The student uses feedback to iterate the learning process. The student is able to develop creative and constructive working methods and bring professional commitment throughout the course.
the course slides, other materials to be informed during the lectures
Contact teaching and selected exercises, on-line teaching as needed
English
01.09.2021 - 17.10.2021
09.06.2021 - 31.08.2021
2 cr
21IB8
21IB7
21IB6
21IB5
15 - 40
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
To be informed during the first course lecture
The course is 2 credits, 54 hours of student work
The course is focused on introducing the fundamentals of accounting, specially financial accounting. The selected themes by the sessions are specified during the first lecture.
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
Elena Grigorova
Business Operations:
• Online resources and materials in Moodle
Legal Aspects (required reading):
• Surakka, Aapo. (2012). Access to Finnish law. Talentum Media. Pages 16–25 and 88–102.
Available in digital form in TAMK-Finna Alma Talent Verkkokirjahylly.
• Items covered in class, and
• Materials in Moodle
Lectures, group work, self-study
Introduction to Business Operations (2 cr):
- Individual exam (70%)
- Participation in classroom discussions and group work (30%)
Legal Aspects (1 cr):
- Individual exam (70%)
- Active participation and group work in class and online (30%)
English
30.08.2021 - 06.10.2021
01.06.2021 - 01.09.2021
3 cr
21IB4
21IB3
21IB2
21IB1
15 - 40
Jarmo Koivuniemi, Elena Grigorova
Mandatory attendance: 80%
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
None
Business Operations:
Written exam - 13.10.2021 14:00 - 17:00 D1-04
The exam may be moved online if the COVID-19 situation deteriorates.
Re-take dates and times to be announced later.
Contact lessons 21 hours (7 x 3 h)
Independent study 60 hours
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
Elena Grigorova
Business Operations:
• Online resources and materials in Moodle
Legal Aspects (required reading):
• Surakka, Aapo. (2012). Access to Finnish law. Talentum Media. Pages 16–25 and 88–102.
Available in digital form in TAMK-Finna Alma Talent Verkkokirjahylly.
• Items covered in class, and
• Materials in Moodle
Lectures, group work, self-study
Introduction to Business Operations (2 cr):
- Individual exam (70%)
- Participation in classroom discussions and group work (30%)
Legal Aspects (1 cr):
- Individual exam (70%)
- Active participation and group work in class and online (30%)
English
30.08.2021 - 06.10.2021
01.06.2021 - 01.09.2021
3 cr
21IB8
21IB7
21IB6
21IB5
15 - 40
Jarmo Koivuniemi, Elena Grigorova
Mandatory attendance: 80%
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
None
Business Operations:
Written exam - 13.10.2021 14:00 - 17:00 D1-04
The exam may be moved online if the COVID-19 situation deteriorates.
Re-take dates and times to be announced later.
Contact lessons 21 hours (7 x 3 h)
Independent study 60 hours
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
The student can recognize and define the basic concepts of the experience economy in the context of tourism. The student is able to discuss and consider some characteristics of the experience economy. He/she can work in a group and take responsibility on his/her own work.
The student is able to explain, compare and apply the theories of the experience economy and tourism. The student can make plans, solve problems, and choose an appropriate course of action. The student can take responsibility and commit to the group activities in addition to his/her own work.
The student can generalise and analyse extensive entities and relations between the concepts and theories of the experience economy. The student can search for diverse courses of action and solution alternatives and assess these alternatives. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
See Moodle page for the most relevant material on experience economy (at this point of your studies). Also additional inspirational material will be given by the teacher during lectures. It is recommended that the student also acquires own suitable material for one's own learning and the task at hand.
The course combines online lectures, reading, discussion and peer-to-peer interaction as well as a group work assignment. The main assignment deals with analysing a selected service/product/attraction/destination/event/a restaurant/a museum or such from the perspective of experientialism, the experiential value of it, key characteristics that make (or break) the meaningful experience. Also, the team can identify ways to improve the customer's experience and how to turn a mere nice service experience into a more memorable and emotional one. The assignment is completed in small groups; the IB student teams are split into two small groups of 3-4 students.
English
06.09.2021 - 17.10.2021
09.06.2021 - 31.08.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 40
Mika Kylänen, Sari Matala
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
2 cr
0-5
No alternative means of completion.
2 ECTS equals 54 hours of student work, as 1 ECTS credit = 26,7 hours. The work load is divided between joint teacher driven sessions as well as group and individual work approximately online contact session (3 x 2 h = 6 hours), individual reading tasks and material search (~12 hours) and group work assignment (36 hours). So, the student should book at least roughly one work week's time within a time frame of 9 Sept - 17 Oct to complete the main assignment to be completed in groups.
Online contact session:
9.9. Implementation 3006 Zoom-meeting at 14-16: Introduction to the course, Tasks, Start studying material (individual/team work) !
24.9. Implementation 3006 Zoom meeting at 12-14: Lecture: Experience Economy, discussing the task
30.9. Implementation 3006 Zoom meeting at 11-13: Check point, coaching
The group assignment has to be sumbitted in Moodle on 17th October latest.
First session/week: Introduction to the course, Tasks, Start studying material (individual/team work)
Second session/week: Experience Economy, discussing the task
Third session/week: Check point, coaching
Also, individual and group work.
The student can recognize and define the basic concepts of the experience economy in the context of tourism. The student is able to discuss and consider some characteristics of the experience economy. He/she can work in a group and take responsibility on his/her own work.
The student is able to explain, compare and apply the theories of the experience economy and tourism. The student can make plans, solve problems, and choose an appropriate course of action. The student can take responsibility and commit to the group activities in addition to his/her own work.
The student can generalise and analyse extensive entities and relations between the concepts and theories of the experience economy. The student can search for diverse courses of action and solution alternatives and assess these alternatives. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
See Moodle page for the most relevant material on experience economy (at this point of your studies). Also additional inspirational material will be given by the teacher during lectures. It is recommended that the student also acquires own suitable material for one's own learning and the task at hand.
The course combines online lectures, reading, discussion and peer-to-peer interaction as well as a group work assignment. The main assignment deals with analysing a selected service/product/attraction/destination/event/a restaurant/a museum or such from the perspective of experientialism, the experiential value of it, key characteristics that make (or break) the meaningful experience. Also, the team can identify ways to improve the customer's experience and how to turn a mere nice service experience into a more memorable and emotional one. The assignment is completed in small groups; the IB student teams are split into two small groups of 3-4 students.
English
06.09.2021 - 17.10.2021
09.06.2021 - 31.08.2021
2 cr
21IB8
21IB7
21IB6
21IB5
15 - 40
Mika Kylänen, Sari Matala
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
2 cr
0-5
No alternative means of completion.
2 ECTS equals 54 hours of student work, as 1 ECTS credit = 26,7 hours. The work load is divided between joint teacher driven sessions as well as group and individual work approximately online contact session (3 x 2 h = 6 hours), individual reading tasks and material search (~12 hours) and group work assignment (36 hours). So, the student should book at least roughly one work week's time within a time frame of 7 Sept - 17 Oct to complete the main assignment to be completed in groups.
Online contact session:
7.9. Implementation 3007 Zoom-meeting at 9-11: Introduction to the course, Tasks, Start studying material (individual/team work) !
24.9. Implementation 3007 Zoom-meeting at 8-10: Lecture: Experience Economy, discussing the task
30.9. Implementation 3007 Zoom meeting at 14-16: Check point, coaching
The group assignment has to be sumbitted in Moodle on 17th October latest.
First session/week: Introduction to the course, Tasks, Start studying material (individual/team work)
Second session/week: Experience Economy, discussing the task
Third session/week: Check point, coaching
Also, individual and group work.
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or creates new ones. The individual contribution in the class and team has been especially active. The student cooperates responsibly, flexibly and constructively.
- Presentation material
- Assigned books (Kotler, Armstrong, Parment: Principles of Marketing, 2nd Scandinavian Edition
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
English
03.09.2021 - 08.10.2021
02.07.2021 - 31.08.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 45
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Project work / case studies
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Study materials given to them on their own time
Details given in the first lesson
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or create new ones. The individual contribution in the class and team have been especially active. The student cooperates responsibly, flexibly and constructively.
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or creates new ones. The individual contribution in the class and team has been especially active. The student cooperates responsibly, flexibly and constructively.
- Presentation material
- Assigned books (Kotler, Armstrong, Parment: Principles of Marketing, 2nd Scandinavian Edition
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
English
03.09.2021 - 08.10.2021
09.06.2021 - 31.08.2021
2 cr
21IB8
21IB7
21IB6
21IB5
15 - 45
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Project work / case studies
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Study materials given to them on their own time
Details given in the first lesson
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or create new ones. The individual contribution in the class and team have been especially active. The student cooperates responsibly, flexibly and constructively.
The student can recognize and define the basics of modern multichannel marketing and marketing mix. He/she can use the basic terms and can define the principles of marketing. The student can perform the given tasks assisted. The student takes responsibility of his/her own work and can work in a group.
The student applies modern multichannel marketing and marketing mix in marketing planning accordingly and solves the problems associated with it. The student participates in the teamwork and classes actively contributing to the outcome with his/her knowledge. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands the concepts and principles of marketing extensively. The student is able to conduct fluent and reasoned marketing plan and has good capabilities to apply the learning. He/she assesses diverse solution alternatives in marketing planning. The individual contribution in the class and team has been especially active. The student works responsibly and in a committed manner.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
English
18.10.2021 - 31.12.2021
18.09.2021 - 17.10.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 45
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
N/A
International case studies, project collaboration with students from Brno University of Technology
According to TAMK schedule, ECT credits and Moodle timing instructions. Students are expected to:
- Attend zoom sessions
- Participate in group discussions and workshops
- Write a marketing plan
- Study materials given to them on their own time
Details given in the first lesson
The student can recognize and define the basics of modern multichannel marketing and marketing mix. He/she can use the basic terms and can define the principles of marketing. The student can perform the given tasks assisted. The student takes responsibility of his/her own work and can work in a group.
The student applies modern multichannel marketing and marketing mix in marketing planning accordingly and solves the problems associated with it. The student participates in the teamwork and classes actively contributing to the outcome with his/her knowledge. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands the concepts and principles of marketing extensively. The student is able to conduct fluent and reasoned marketing plan and has good capabilities to apply the learning. He/she assesses diverse solution alternatives in marketing planning. The individual contribution in the class and team has been especially active. The student works responsibly and in a committed manner.
The student can recognize and define the basics of modern multichannel marketing and marketing mix. He/she can use the basic terms and can define the principles of marketing. The student can perform the given tasks assisted. The student takes responsibility of his/her own work and can work in a group.
The student applies modern multichannel marketing and marketing mix in marketing planning accordingly and solves the problems associated with it. The student participates in the teamwork and classes actively contributing to the outcome with his/her knowledge. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands the concepts and principles of marketing extensively. The student is able to conduct fluent and reasoned marketing plan and has good capabilities to apply the learning. He/she assesses diverse solution alternatives in marketing planning. The individual contribution in the class and team has been especially active. The student works responsibly and in a committed manner.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
English
18.10.2021 - 31.12.2021
18.09.2021 - 17.10.2021
2 cr
21IB8
21IB7
21IB6
21IB5
15 - 45
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
N/A
International case studies, project collaboration with students from Brno University of Technology
According to TAMK schedule, ECT credits and Moodle timing instructions. Students are expected to:
- Attend zoom sessions
- Participate in group discussions and workshops
- Write a marketing plan
- Study materials given to them on their own time
Details given in the first lesson
The student can recognize and define the basics of modern multichannel marketing and marketing mix. He/she can use the basic terms and can define the principles of marketing. The student can perform the given tasks assisted. The student takes responsibility of his/her own work and can work in a group.
The student applies modern multichannel marketing and marketing mix in marketing planning accordingly and solves the problems associated with it. The student participates in the teamwork and classes actively contributing to the outcome with his/her knowledge. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands the concepts and principles of marketing extensively. The student is able to conduct fluent and reasoned marketing plan and has good capabilities to apply the learning. He/she assesses diverse solution alternatives in marketing planning. The individual contribution in the class and team has been especially active. The student works responsibly and in a committed manner.
The student is able to identify basic level knowledge in supply chain management. The student has basic understanding of logistics in general and how it is connected to organisation's most common processes. The student is capable of applying some knowledge to relevant, working life situations regarding SCM. The student demonstrates basic skills by submitting required tasks and assignments during the course.
The student is able to determine main tasks and challenges in (emergency) supply chain. The student can apply the knowledge in verbal conversations and written deliverables. The student has a good level of knowledge and wide understanding of (humanitarian) logistics. The student is capable of applying the acquired knowledge to relevant working life SCM related situations. The student contributes according to teacher's expectations to tasks and assignments during the course.
The student is able to master tasks, challenges and different modes in (emergency) supply chain. The student has a professional level of knowledge and wide understanding of (humanitarian) logistics. The student demonstrates a high skill level, creates value and shares information with other participants. The student is exceptionally capable of applying all the acquired knowledge to relevant, working life situations. The student actively contributes to tasks and assignments during the course. The student is also able to collect information from various nodes of SC and use the extracted information in SC planning, development and management, while streamlining it with proper managerial SCM-tools. The student can also use the acquired information as a basis for new, added value containing data creation. The student is able to capitalise on knowledge in the execution of organisation's daily SCM related processes.
Sean Morga
- Presentation material
- Assigned books
- Articles and case studies
- Video
- Lectures
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning
Assigned tasks, report, exam, and participation will be evaluated.
English
01.01.2022 - 06.03.2022
24.11.2021 - 15.01.2022
3 cr
21IB4
21IB3
21IB2
21IB1
Sean Morga
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Knowledge gained from the course can be applied to various roles along the supply chain's functions.
Final exam will be given on the last class meeting
Multiple global case studies will be used in the course
Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Themes for the course:
- Supply chain management- the big picture
- Service supply chains, strategy and processes
- Logistics
- Humanitarian supply chain management and logistics
- Lean, JIT
- Risks and risk management
The student is able to identify basic level knowledge in supply chain management. The student has basic understanding of logistics in general and how it is connected to organisation's most common processes. The student is capable of applying some knowledge to relevant, working life situations regarding SCM. The student demonstrates basic skills by submitting required tasks and assignments during the course.
The student is able to determine main tasks and challenges in (emergency) supply chain. The student can apply the knowledge in verbal conversations and written deliverables. The student has a good level of knowledge and wide understanding of (humanitarian) logistics. The student is capable of applying the acquired knowledge to relevant working life SCM related situations. The student contributes according to teacher's expectations to tasks and assignments during the course.
The student is able to master tasks, challenges and different modes in (emergency) supply chain. The student has a professional level of knowledge and wide understanding of (humanitarian) logistics. The student demonstrates a high skill level, creates value and shares information with other participants. The student is exceptionally capable of applying all the acquired knowledge to relevant, working life situations. The student actively contributes to tasks and assignments during the course. The student is also able to collect information from various nodes of SC and use the extracted information in SC planning, development and management, while streamlining it with proper managerial SCM-tools. The student can also use the acquired information as a basis for new, added value containing data creation. The student is able to capitalise on knowledge in the execution of organisation's daily SCM related processes.
The student is able to identify basic level knowledge in supply chain management. The student has basic understanding of logistics in general and how it is connected to organisation's most common processes. The student is capable of applying some knowledge to relevant, working life situations regarding SCM. The student demonstrates basic skills by submitting required tasks and assignments during the course.
The student is able to determine main tasks and challenges in (emergency) supply chain. The student can apply the knowledge in verbal conversations and written deliverables. The student has a good level of knowledge and wide understanding of (humanitarian) logistics. The student is capable of applying the acquired knowledge to relevant working life SCM related situations. The student contributes according to teacher's expectations to tasks and assignments during the course.
The student is able to master tasks, challenges and different modes in (emergency) supply chain. The student has a professional level of knowledge and wide understanding of (humanitarian) logistics. The student demonstrates a high skill level, creates value and shares information with other participants. The student is exceptionally capable of applying all the acquired knowledge to relevant, working life situations. The student actively contributes to tasks and assignments during the course. The student is also able to collect information from various nodes of SC and use the extracted information in SC planning, development and management, while streamlining it with proper managerial SCM-tools. The student can also use the acquired information as a basis for new, added value containing data creation. The student is able to capitalise on knowledge in the execution of organisation's daily SCM related processes.
Sean Morga
- Presentation material
- Assigned books
- Articles and case studies
- Video
- Lectures
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning
Assigned tasks, report, exam, and participation will be evaluated.
English
01.01.2022 - 06.03.2022
24.11.2021 - 15.01.2022
3 cr
21IB8
21IB7
21IB6
21IB5
Sean Morga
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Knowledge gained from the course can be applied to various roles along the supply chain's functions.
Final exam will be given on the last class meeting
Multiple global case studies will be used in the course
Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Themes for the course:
- Supply chain management- the big picture
- Service supply chains, strategy and processes
- Logistics
- Humanitarian supply chain management and logistics
- Lean, JIT
- Risks and risk management
The student is able to identify basic level knowledge in supply chain management. The student has basic understanding of logistics in general and how it is connected to organisation's most common processes. The student is capable of applying some knowledge to relevant, working life situations regarding SCM. The student demonstrates basic skills by submitting required tasks and assignments during the course.
The student is able to determine main tasks and challenges in (emergency) supply chain. The student can apply the knowledge in verbal conversations and written deliverables. The student has a good level of knowledge and wide understanding of (humanitarian) logistics. The student is capable of applying the acquired knowledge to relevant working life SCM related situations. The student contributes according to teacher's expectations to tasks and assignments during the course.
The student is able to master tasks, challenges and different modes in (emergency) supply chain. The student has a professional level of knowledge and wide understanding of (humanitarian) logistics. The student demonstrates a high skill level, creates value and shares information with other participants. The student is exceptionally capable of applying all the acquired knowledge to relevant, working life situations. The student actively contributes to tasks and assignments during the course. The student is also able to collect information from various nodes of SC and use the extracted information in SC planning, development and management, while streamlining it with proper managerial SCM-tools. The student can also use the acquired information as a basis for new, added value containing data creation. The student is able to capitalise on knowledge in the execution of organisation's daily SCM related processes.
Pass:
The student can explain the concept of applied research, understands the objectivity of a research and is able to justify the basic principles of a good research. He/she can apply a suitable quantitative or qualitative approach, including a variation of data collection methods, in his/her own thesis process. The student can give constructive feedback.
Fail:
The student fails to recognize the principles of an applied research and cannot define any valid research question nor research objectives on his/her own field. He/she cannot manage the assigned tasks even under supervision and his/her interaction skills are not satisfactory.
See Moodle course
Online course with essay tasks
Essay writing
English
01.08.2021 - 31.12.2021
01.09.2021 - 15.12.2021
2 cr
19IB
Sari Matala, Tuomo Soini
This course is highly recommended to be conducted before starting the thesis process.
Check the dead lines for tasks in Moodle.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
2 cr
Pass/Fail
None
-
No exam
-
Autumn semester 2021 (Check task dead lines in Moodle course!)
Autumn semester 2021 (Check task dead lines in Moodle course!)
Approved essays according to task descriptions using academic writing with references
Pass:
The student can explain the concept of applied research, understands the objectivity of a research and is able to justify the basic principles of a good research. He/she can apply a suitable quantitative or qualitative approach, including a variation of data collection methods, in his/her own thesis process. The student can give constructive feedback.
Fail:
The student fails to recognize the principles of an applied research and cannot define any valid research question nor research objectives on his/her own field. He/she cannot manage the assigned tasks even under supervision and his/her interaction skills are not satisfactory.
Sari Matala
See Moodle course
Online course with essay tasks
Essay writing
English
01.01.2022 - 31.12.2022
24.11.2021 - 30.11.2022
2 cr
20IB
Sari Matala, Tuomo Soini
This course is highly recommended to be conducted before starting the thesis process.
Check the dead lines for tasks in Moodle.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
2 cr
Pass/Fail
None
-
No exam
-
Spring semester 2022 (Check task dead lines in Moodle course!)
Spring semester 2022 (Check task dead lines in Moodle course!)
Approved essays according to task descriptions using academic writing with references
The student can write business documents and messages according to given instructions and examples. He/she communicates understandably in different situations of his/her own field. The student is able to make good use of the means of communication.
The student communicates fluently, understandably and interestingly in different situations of business life. He/she takes the receiver and situation into account in his/her communication. The student can interpret receiver’s action and respond to it by building collaboration e.g. in customer service situations.
The student communicates in different situations of business life creatively and with great expertise. He/she is able to use the means of communication in many different ways and is able to influence by using language. The student can adjust his/her communication according to the receiver, situation, circumstances (e.g. online communication) and feedback. He/she takes his/her organisation’s values and visions into account in his/her communication.
Mari Touronen
Verkkomateriaali Moodlessa. (not translated)
Etäopetus. Opetuskeskustelut, käytännön harjoitukset sekä kirjalliset ja suulliset tehtävät. (not translated)
Opintojakson arvosana muodostuu kahdesta arvioitavasta tehtävästä. Saadakseen kurssista arvosanan opiskelijan tulee lisäksi tehdä vaaditut kotitehtävät sekä osallistua opetukseen. (not translated)
English
01.09.2021 - 13.10.2021
09.06.2021 - 31.08.2021
2 cr
20IB
Mari Touronen
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Opintojaksosta ei järjestetä tenttiä, vaan arvosana muodostuu annettujen tehtävien arvioinneista. (not translated)
Opetusta yhteensä 14 h sijoittuen 1. periodiin. Kotitehtäviä opetuskertojen välillä ja kaksi laajempaa arvioitavaa tehtävää. (not translated)
The student can write business documents and messages according to given instructions and examples. He/she communicates understandably in different situations of his/her own field. The student is able to make good use of the means of communication.
The student communicates fluently, understandably and interestingly in different situations of business life. He/she takes the receiver and situation into account in his/her communication. The student can interpret receiver’s action and respond to it by building collaboration e.g. in customer service situations.
The student communicates in different situations of business life creatively and with great expertise. He/she is able to use the means of communication in many different ways and is able to influence by using language. The student can adjust his/her communication according to the receiver, situation, circumstances (e.g. online communication) and feedback. He/she takes his/her organisation’s values and visions into account in his/her communication.
Pass – (S)
The student is able to explain the core concepts discussed in a certain book using a consistent and personal approach. He/she has proper referencing and summarizing skills. He/she can explain the main points of an article or a piece of work in one's own words and convey the relevant information. He/she is able to reflect on his/her experiences from working life and learnings from other source materials. He/she is able to compare his/her knowledge to the things written in the book. He/she takes responsibility of his/her own learning.
Matti Karlsson
You should choose the books on which you base your essay from the List of Literature by Johannes Partanen (Jyväskylä TeamAcademy). The name of the book collected by Mr Johannes Partanen is called "Tiimiyrittäjän ja tiimivalmentajan parhaat kirjat, Valintaopas 2016" (you can also use versions from earlier or later years). Even though the name of the book is in Finnish, you can find a lot of suggested literature in English in it.
The books in the List of Literature have been given one to three book points according to how demanding they are. Three (3) book points equals one (1) credit point. The List of Literature covers topics such as Leadership, Marketing, Innovation, Community Building, Learning, and Personal Development. International Business Students can include a maximum of five points of Literature Essays in their Individual Study Plan.
You can borrow the List of Literature by Johannes Partanen (Jyväskylä TeamAcademy), "Tiimiyrittäjän ja tiimivalmentajan parhaat kirjat, valintaopas 2016" in TAMK Library. There is also one copy of it for review in the TAMK Reference Library.
To get 1 credit point, the book(s) you have read must be worth three (3) book points.
You can also suggest a book outside of the List of Literature. The book can, however, not be one of your International Business course books.
The student will independently familiarise himself/herself with literature in his/her interest fields (for example entrepreneurship, management, communality, innovation or marketing) and write an essay on the book.
A Literature Essay must not be a summary of a book, but in stead in your essay you will need to compare the contents of the book with, or reflect on, your experiences from working life. It is more important to focus on the contents, in stead of the length, of the essay. You need to pay attention to the true findings that you gain during the reading. The essay must, however, meet the minimum requirement of two pages + the Coverpage (see the writing guidelines below).
The essay has to have a Coverpage, where you need to identify:
- your name
- student number
- the name of the book
- the number of book points listed in the List of Literature (by Mr. Johannes Partanen)
English
01.08.2021 - 31.12.2021
02.06.2021 - 31.08.2021
2 cr
19IB
15 - 25
Matti Karlsson
Literature Essay refers to a possibility to cover 1 - 2 credit points missing form your degree by reading literature on a topic that is important for your Bachelor's Thesis, or for your current working life situation to improve your skills in a certain field of business. You will report your learning in essay form by reflecting your real-life experiences with the ideas presented in literature and articles.
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
Pass/Fail
The student will agree the schedule and litterature with the teacher.
1 credit = 27 h
2 credits = 54 h
The process is the following
1. Select litterature from the list and agree the schedule and litterature with the teacher
2. Critically read and analyse literature
3. Formulate a coherent summary from the literature (argument, essay)
Typical to passed essee
The essay is done according to the above mentioned criteria and the student displays good level of expertise with the following skills
- Critically read and analyse literature
- Formulate a coherent summary from the literature (argument, essay)
- Build own interpretations from literature
- Act ethically when citing or referring to text written by another author
Typical to failed essee
The essay fails to meet any of the above mentioned criteria.
The student can define culture and recognises cultural differences. He/she is aware of the course load and able to do routine tasks. The student can give and receive feedback and can do project work in a group. He/she considers and assesses things from his/her viewpoints. The student can work in a group. He/she judges things mainly from his/her own perspective.
The student compares culture and explains its impact on different social entities. He/she helps to apply cultural approach in leading a multicultural workforce. The student as a resource person assists in solving problems in leading a multicultural workforce or building a multicultural team. He/she helps making a plan for dealing with cultural differences effectively. He/she considers and assesses issues from multicultural perspectives and can engage in negotiation with counterparts from another culture. The student becomes a responsible member of a diverse group.
The student understands culture from multiple perspectives and analyses its impact on different social entities including business organisations. The student as a resource person acts independently or as part of a group in leading a multicultural workforce or building a multicultural team. He/she assists in finding solutions to team in dealing with cultural differences effectively. He/she actively engages himself/herself in the work group in finding solutions to problems at hand or adopting policy regarding a culture lenient motivational plan. Moreover, the student can play a flexible role in multicultural negotiation context.
Cultures and organizations : software of the mind : intercultural cooperation and its importance for survival, Hofstede, Geert, 2010 (suggested chapters)
The Culture Map: Decoding how people think, lead, and get things done across cultures. Erin Meyer (suggested chapters)
+
Lecture handouts
Online teaching|study conversation|individual task|project|presentation
Project: 30%
Presentation: 10%
Presentation diary: 10%
Individual task: 50%
English
29.10.2021 - 17.12.2021
02.07.2021 - 15.10.2021
5 cr
20IB
21KVHN2
15 - 40
Elena Grigorova, Shaidul Kazi
Online lessons are very important from the learning point of view
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
5 cr
0-5
Talk to the course teacher
Possible & welcome
No test but project, individual task & presentation
Open
Total time: 27x5 = 135 hours
Contact lesson 7: 21 hours
Project: 25 hours
Reading: 29 hours
Individual task & article note: 30 hours
Pre-assignment & online activity: 30 hours
29.10.2021 14.00 - 17.00 : The concept of culture. What is family-, national-, organizational- and business culture?
05.11.2021 14.00 - 17.00: What are the roots of culture? How culture influences management and the functioning of an organization?
12.11.2021 14.00 - 17.00: Reflection of last two lessons.
26.11.2021 14.00 - 17.00: How to deal with cultural challenges in forming group/team and leading people with diverse cultural background?
03.12.2021 14.00 - 17.00: What are the crucial issues to remember while negotiating internationally?
10.12.2021 14.00 - 17.00: Project presentation
17.12.2021 14.00 - 17.00 : Feedback, reflection & way forward
Unable to attend to at least 3 lessons & not done the course project
The student can define culture and recognises cultural differences. He/she is aware of the course load and able to do routine tasks. The student can give and receive feedback and can do project work in a group. He/she considers and assesses things from his/her viewpoints. The student can work in a group. He/she judges things mainly from his/her own perspective.
The student compares culture and explains its impact on different social entities. He/she helps to apply cultural approach in leading a multicultural workforce. The student as a resource person assists in solving problems in leading a multicultural workforce or building a multicultural team. He/she helps making a plan for dealing with cultural differences effectively. He/she considers and assesses issues from multicultural perspectives and can engage in negotiation with counterparts from another culture. The student becomes a responsible member of a diverse group.
The student understands culture from multiple perspectives and analyses its impact on different social entities including business organisations. The student as a resource person acts independently or as part of a group in leading a multicultural workforce or building a multicultural team. He/she assists in finding solutions to team in dealing with cultural differences effectively. He/she actively engages himself/herself in the work group in finding solutions to problems at hand or adopting policy regarding a culture lenient motivational plan. Moreover, the student can play a flexible role in multicultural negotiation context.
The student has introductory knowledge of digital marketing practices but lacks an active role in creating and publishing content for the purpose. In a team his/her role is merely passive and he/she requires help from others to cope with his/her own tasks.
The student has basic knowledge of digital marketing and is able to independently take responsibility of his/her own learning as well as support other team members. He/she is an active contributor to the team, is able to understand and use social media channels for digital marketing and can provide good digital content to engage customers.
The student has advanced knowledge of digital marketing tools, is independent, takes full responsibility of his/her own learning and helps other team members to succeed. He/she understands well the dynamics of social media channels in marketing and is able to create attractive digital content to engage existing customers and attract new ones.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
The course will consist of live lessons on campus, individual assignments, team work, team presentations and an internal Instagram project. Teams will work on practical cases provided by external businesses in the areas of social media marketing plans and strategies, website assistance, etc. Internal Instagram project will serve as a tool to practce lessons learned (content creation, understanding the platform from a marketing perspective etc.).
The course passing criteria consists of successful individual tasks and passed team work.
English
07.03.2022 - 12.04.2022
24.11.2021 - 09.03.2022
4 cr
20IB
22KVHN1
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Cooperation with external businesses
N/A
Some of the teams may have cases from abroad.
The course will be intensive and carried out in one and half months calendar time. Students should be prepared for even load throughout the course.
Contact days and internal project will discuss topical digital marketing areas. External customer project will run parallel.
The student fails to pass most of the individual assignments and participates in team more as a follower than as an active contributor.
The student has introductory knowledge of digital marketing practices, but lacks still active own role in creating and publishing content for the purpose. In a team his/her role is still merely passive and he/she requires help from others to cope with own tasks
The student has basic knowledge of digital marketing and is able to independently take responsibility of his/her own learning and even support other team members. He/she is an active contributor in team, is able to understand and use social media channels for digital marketing and can provide good digital content to engage customers.
The student has advanced knowledge of digital marketing tools, is independent, takes full responsibility of his/her own learning and helps other team members to succeed, too. He/she understands well the dynamics of social media channels in marketing and is able to create attractive digital content to engage customers and to get new customers.
The student has introductory knowledge of digital marketing practices but lacks an active role in creating and publishing content for the purpose. In a team his/her role is merely passive and he/she requires help from others to cope with his/her own tasks.
The student has basic knowledge of digital marketing and is able to independently take responsibility of his/her own learning as well as support other team members. He/she is an active contributor to the team, is able to understand and use social media channels for digital marketing and can provide good digital content to engage customers.
The student has advanced knowledge of digital marketing tools, is independent, takes full responsibility of his/her own learning and helps other team members to succeed. He/she understands well the dynamics of social media channels in marketing and is able to create attractive digital content to engage existing customers and attract new ones.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
The course will consist of live lessons on campus, individual assignments, team work, team presentations and an internal Instagram project. Teams will work on practical cases provided by external businesses in the areas of social media marketing plans and strategies, website assistance, etc. Internal Instagram project will serve as a tool to practce lessons learned (content creation, understanding the platform from a marketing perspective etc.).
The course passing criteria consists of successful individual tasks and passed team work.
English
08.03.2022 - 12.04.2022
24.11.2021 - 09.03.2022
4 cr
20IB
22KVHN1
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Cooperation with external businesses
N/A
Some of the teams may have cases from abroad.
The course will be intensive and carried out in one and half months calendar time. Students should be prepared for even load throughout the course.
Contact days and internal project will discuss topical digital marketing areas. External customer project will run parallel.
The student fails to pass most of the individual assignments and participates in team more as a follower than as an active contributor.
The student has introductory knowledge of digital marketing practices, but lacks still active own role in creating and publishing content for the purpose. In a team his/her role is still merely passive and he/she requires help from others to cope with own tasks
The student has basic knowledge of digital marketing and is able to independently take responsibility of his/her own learning and even support other team members. He/she is an active contributor in team, is able to understand and use social media channels for digital marketing and can provide good digital content to engage customers.
The student has advanced knowledge of digital marketing tools, is independent, takes full responsibility of his/her own learning and helps other team members to succeed, too. He/she understands well the dynamics of social media channels in marketing and is able to create attractive digital content to engage customers and to get new customers.
The student is able to determine and use the concepts and methods of mathematics of finance. The student can solve basic level compound interest and present value problems. The student can take responsibility for any of his individual duties in routine mathematics of finance activities and is able to make some contribution in a group.
The student has the competence of explaining the concepts and methods of mathematics of finance and applying them in cases of reasonable difficulty. The student works actively and cooperates responsibly and constructively both individually and in a group. The student can solve compound interest, present value and annuity exercises and problems as well as interpret the answers for the benefit of business projects and activities. His/her courses of action are well justified.
The student can analyse mathematics of business exercises and work on related business cases
individually. The student is able to choose approaches and construct equations and formulas applying the assigned mathematics of finance theory skillfully. The student can produce analyses and correct solutions to compound interest, present value and annuity problems as well as interpret the answers profoundly for the benefit of business projects and activities. The student’s courses of action are very well justified, and he/she makes noticeable contribution to group work, cooperating responsibly, constructively and flexibly in a committed manner.
Access to and hints about necessary theory, exercises, and other learning material are there in Moodle.
Instructor's brief introductions of the themes, theories, methods and formulas. Mathematical problem solving both under supervision in the class and individually and/or as pairwork between the classes. Model answers and discussion based on them finish each main theme of the course.
The overall course performance is evaluated and graded using:
- a 20% weight on performing exercises acceptably during the course
- a 20% weight on student's other overall activity, incl. sharing solutions and other mathematics of finance information with fellow students, as well as contribution to the common learning sessions and discussions
- a 60% weight on the exam.
English
04.11.2021 - 14.12.2021
13.09.2021 - 31.10.2021
2 cr
21IB8
21IB7
21IB6
21IB5
20 - 50
Adrián Somlósi-Kovács
Mr Adrián Somlósi-Kovács
adrian.somlosi-kovacs@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
The course includes a small open-book exam.
Retake exams according to TAMK rules (e.g., in January).
The student's workload is max. 52-54h, in Oct-Dec 2021.
(See the Contents and Objectives of the Course categories.)
Student has not solved all the required exercises. Or the student has many incorrect answers and/or is not able to show his/her understanding of the required course contents.
Or, student has not passed the exam.
Student has many incorrect answers as end results of his/her calculations. His/her solutions, anyway, mostly prove that he/she has, anyway, mostly understood the theories, methods and practices of the course contents.
The student has passed the exam.
Student has mostly correct answers as end results of his/her calculations. His/her solutions prove that he/she has also understood the theories, methods and practices of the course contents. Student's proven skills of also communicating and sharing his/her knowledge of the course contents during the course help in achieving the very good grade of 4, instead of the good 3.
The student has passed the exam with, at least, a strong satisfactory performance.
Student has in practice only correct answers as end results of his/her calculations. His/her solutions prove that he/she has also understood the theories, methods and practices of the course contents very well. Student's highly desired habit of also communicating and sharing his/her knowledge of the course contents together with the other course participants is an additional big plus in his/her also otherwise excellent performance.
The student has passed the exam with, at least, a very good grade of 4.
The student is able to determine and use the concepts and methods of mathematics of finance. The student can solve basic level compound interest and present value problems. The student can take responsibility for any of his individual duties in routine mathematics of finance activities and is able to make some contribution in a group.
The student has the competence of explaining the concepts and methods of mathematics of finance and applying them in cases of reasonable difficulty. The student works actively and cooperates responsibly and constructively both individually and in a group. The student can solve compound interest, present value and annuity exercises and problems as well as interpret the answers for the benefit of business projects and activities. His/her courses of action are well justified.
The student can analyse mathematics of business exercises and work on related business cases
individually. The student is able to choose approaches and construct equations and formulas applying the assigned mathematics of finance theory skillfully. The student can produce analyses and correct solutions to compound interest, present value and annuity problems as well as interpret the answers profoundly for the benefit of business projects and activities. The student’s courses of action are very well justified, and he/she makes noticeable contribution to group work, cooperating responsibly, constructively and flexibly in a committed manner.
Access to and hints about necessary theory, exercises, and other learning material are there in Moodle.
Instructor's brief introductions of the themes, theories, methods and formulas. Mathematical problem solving both under supervision in the class and individually and/or as pairwork between the classes. Model answers and discussion based on them finish each main theme of the course.
The overall course performance is evaluated and graded using:
- a 20% weight on performing exercises acceptably during the course
- a 20% weight on student's other overall activity, incl. sharing solutions and other mathematics of finance information with fellow students, as well as contribution to the common learning sessions and discussions
- a 60% weight on the exam.
English
05.11.2021 - 14.12.2021
13.09.2021 - 31.10.2021
2 cr
21IB4
21IB3
21IB2
21IB1
20 - 50
Adrián Somlósi-Kovács
Mr Adrián Somlósi-Kovács
adrian.somlosi-kovacs@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
The course includes a small open-book exam.
Retake exams according to TAMK rules (e.g., in January).
The student's workload is max. 52-54h, in Oct-Dec 2021.
(See the Contents and Objectives of the Course categories.)
Student has not solved all the required exercises. Or the student has many incorrect answers and/or is not able to show his/her understanding of the required course contents.
Or, student has not passed the exam.
Student has many incorrect answers as end results of his/her calculations. His/her solutions, anyway, mostly prove that he/she has, anyway, mostly understood the theories, methods and practices of the course contents.
The student has passed the exam.
Student has mostly correct answers as end results of his/her calculations. His/her solutions prove that he/she has also understood the theories, methods and practices of the course contents. Student's proven skills of also communicating and sharing his/her knowledge of the course contents during the course help in achieving the very good grade of 4, instead of the good 3.
The student has passed the exam with, at least, a strong satisfactory performance.
Student has in practice only correct answers as end results of his/her calculations. His/her solutions prove that he/she has also understood the theories, methods and practices of the course contents very well. Student's highly desired habit of also communicating and sharing his/her knowledge of the course contents together with the other course participants is an additional big plus in his/her also otherwise excellent performance.
The student has passed the exam with, at least, a very good grade of 4.
The student defines the role and the responsibilities of a manager and a leader. He/she has a vague knowledge of his/her own individual life motives and superficial understanding about motivating and leading others. With the help of others, he/she can solve simple people-related problems using some of the leadership theories and practices. The student is able to apply some very basic coaching skills to certain extent. 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 behaviour critically or showing strong empathy towards others.
The student explains the role and the responsibilities of a manager and a leader. He/she identifies some of his/her individual life motives and is able to draw conclusions to his/her actions based on the information. The student applies usual strategies for motivating and leading others. He/she can solve some people-related problems with the help of the most common leadership theories and practices. The student is able to apply some coaching skills but still needs a lot of practice to help others develop better. He/she can give feedback actively and constructively but is not very well able to assess his/her own leadership behaviour critically.
The student understands the role and the responsibilities of a manager and a leader. He/she analyses his/her own actions and behaviours with the help of his/her individual life motives. The student creates new strategies for motivating and leading others. He/she combines leadership theories and practices for solving challenging people-related cases. The student is able to apply some coaching skills in a professional manner. He/she uses feedback systematically to help others develop and is able to assess his/her own leadership behaviour critically.
Sven Rassl
Kouzes and Posner - The Leadership Challenge
Cameron and Green - Making Sense of Change Management
Articles and other resources as given during the lectures
Interactive lectures
Reading
Exercises
Group exam
Writing "My Leadership Handbook"
1) Open book group exam "Challenging leadership cases" - Grading: 0-5
The group exam consists of several realistic cases where the students can apply their knowledge about different aspects of leadership. The cases will be solved in small teams that are created in the beginning of the course.
2) Individual "My Leadership Handbook" - Grading: 0-5
The handbook is good (3) if
• Lectures and discussions are clearly utilized
• Three of the suggested sources have been used
• The topics have been reflected through the person's own life and/or work experiences
• Peer group feedback has been used for the final version of the Handbook¨
• References have been used and marked correctly
English
31.08.2021 - 30.10.2021
09.06.2021 - 31.08.2021
5 cr
20IB
21KVHN2
15 - 40
Toni Lehtimäki, Sven Rassl
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
This course will build on the students' current and previous practical leadership experiences.
08.10.2021 08.00 - 11.00
International cases will be used.
135 hours, 5 cr, consisting of about 40 hours of face-to-face lectures and 95 hours of individual and group work
The student has not participated in the group exam or has not submitted a complete "My Leadership Handbook".
The student can describe the role and the responsibilities of a line manager. The student remembers some leadership practices and change models and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors, 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 the Handbook about the topics shows only superficial understanding of the course topics. The student participates in the team tasks but does not contribute very positively to the team's exam outcome as evaluated by the other team members.
The student can apply the different roles and the responsibilities of a line manager when solving challenging leadership cases. The student uses leadership practices and change models in a constructive and logical way in the group exam. The student analyses the leadership cases, including the motivation factors, and the analysis is quite detailed. Concrete, realistic and understandable leadership suggestions are given for improving the situation. The student has participated in all or most lectures and the reflection in the Handbook about the topics shows quite good understanding of the course topics. Main leadership theories and practices have been compared with student's own prior experiences about leadership. The student participates well team tasks and contributes positively to the team's exam outcome as evaluated by the other team members.
The student can justify the different roles and the responsibilities of a line manager when solving challenging leadership cases. The student uses leadership practices and change models in a constructive and very logical way in the group exam. The student analyses the leadership cases, including the motivation factors, and the analysis is detailed. Realistic, creative and understandable leadership suggestions are given for improving the situation. The student has participated in all or most lectures and the reflection in the Handbook about the topics shows thorough understanding and critical thinking about the course topics. Main leadership theories and practices have been compared with student's own prior experiences about leadership and new interpretations and and solutions for the future have been developed. The student leads him/herself well under pressure and contributes very positively to the team's exam outcome as evaluated by the other team members.
en
The student can justify the different roles and the responsibilities of a line manager when solving challenging leadership cases. The student uses leadership practices and change models in a constructive and very logical way in the group exam. The student analyses the leadership cases, including the motivation factors, and the analysis is detailed. Realistic, creative and understandable leadership suggestions are given for improving the situation. The student has participated in all or most lectures and the reflection in the Handbook about the topics shows thorough understanding and critical thinking about the course topics. Main leadership theories and practices have been compared with student's own prior experiences about leadership and new interpretations and and solutions for the future have been developed. The student leads him/herself well under pressure and contributes very positively to the team's exam outcome as evaluated by the other team members.
The student is able to recognise and analyse the organisation's processes and understand the basic principles of how they work together. The student understands the basic methodology of how to improve the processes' efficiency and their added value to both internal and external stakeholders. The student understands the importance of various, relevant stakeholders and the way how the information they each represent needs to be connected in order for the entire organisation to operate soundly. The student has a limited ability to plan and steer the organisation's processes.
The student is able to map the entire organisation's processes and the way they connect and interact with each other, as both internal and external stakeholders. The student knows several relevant tools which he/she can independently apply in various operations management situations. The student knows how and from where to acquire the necessary systemic information in order to analyse, improve and manage the organisation's processes. The student is capable of adapting to changed requirements depending on which of the life-cycle stages the concerned processes are currently in. The student also understands how the processes are linked to the management supporting ERP-systems.
The student is able to plan, erect and manage any of the organisation's processes and to apply relevant tools where necessary. The student also knows how to manage the entity of organisation's processes and operations effectively. The student can question any of organisation's operation and focus his/hers attention on relevant attributes in order to improve their overall performance. The student also understands the meaning of channel separation and can apply this both when summoning information and capitalising on the collected information on practical level. The student can also benchmark an organisation and its processes, detecting pertinent bottlenecks or improvement areas. The student possesses also basic managerial strategic knowledge regarding execution of operations and processes.
- Presentation material
- Assigned books (Operations Management, Slack, Chambers et al, multiple versions)
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
English
08.09.2021 - 13.10.2021
09.06.2021 - 08.09.2021
4 cr
20IB
21KVHN2
15 - 40
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Project work / project case study
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Details given in the first lesson
Student participation has been on adequate level based on course schedule
Student has the basic understanding on Operations management in general
Student has demonstrated basic skills by submitting required tasks and asignments during the course
Student's participation has been active during contact lessons and online between lessons.
Student understands operative roles, tasks and challenges
Student can apply the knowledge in verbal conversations and written deliverables
Student is capable of applying all the acquired knowledge in to relevant, working life situations
Student has actively partipated and contributed to course implementation
Student has professional level of knowledge and wide understanding of operational model of different organisations
Student has demonstrated high skill level in operational management and created value and shared information to other partipants
Student is exceptionally capable of applying all the acquired knowledge in to relevant, working life situations
The student is able to recognise and analyse the organisation's processes and understand the basic principles of how they work together. The student understands the basic methodology of how to improve the processes' efficiency and their added value to both internal and external stakeholders. The student understands the importance of various, relevant stakeholders and the way how the information they each represent needs to be connected in order for the entire organisation to operate soundly. The student has a limited ability to plan and steer the organisation's processes.
The student is able to map the entire organisation's processes and the way they connect and interact with each other, as both internal and external stakeholders. The student knows several relevant tools which he/she can independently apply in various operations management situations. The student knows how and from where to acquire the necessary systemic information in order to analyse, improve and manage the organisation's processes. The student is capable of adapting to changed requirements depending on which of the life-cycle stages the concerned processes are currently in. The student also understands how the processes are linked to the management supporting ERP-systems.
The student is able to plan, erect and manage any of the organisation's processes and to apply relevant tools where necessary. The student also knows how to manage the entity of organisation's processes and operations effectively. The student can question any of organisation's operation and focus his/hers attention on relevant attributes in order to improve their overall performance. The student also understands the meaning of channel separation and can apply this both when summoning information and capitalising on the collected information on practical level. The student can also benchmark an organisation and its processes, detecting pertinent bottlenecks or improvement areas. The student possesses also basic managerial strategic knowledge regarding execution of operations and processes.
- Presentation material
- Assigned books (Operations Management, Slack, Chambers et al, multiple versions)
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
English
07.09.2021 - 12.10.2021
09.06.2021 - 09.09.2021
4 cr
20IB
21KVHN2
15 - 40
Sean Morga
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Project work / project case study
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Details given in the first lesson
Student participation has been on adequate level based on course schedule
Student has the basic understanding on Operations management in general
Student has demonstrated basic skills by submitting required tasks and asignments during the course
Student's participation has been active during contact lessons and online between lessons.
Student understands operative roles, tasks and challenges
Student can apply the knowledge in verbal conversations and written deliverables
Student is capable of applying all the acquired knowledge in to relevant, working life situations
Student has actively partipated and contributed to course implementation
Student has professional level of knowledge and wide understanding of operational model of different organisations
Student has demonstrated high skill level in operational management and created value and shared information to other partipants
Student is exceptionally capable of applying all the acquired knowledge in to relevant, working life situations
The student is able to recognise and analyse the organisation's processes and understand the basic principles of how they work together. The student understands the basic methodology of how to improve the processes' efficiency and their added value to both internal and external stakeholders. The student understands the importance of various, relevant stakeholders and the way how the information they each represent needs to be connected in order for the entire organisation to operate soundly. The student has a limited ability to plan and steer the organisation's processes.
The student is able to map the entire organisation's processes and the way they connect and interact with each other, as both internal and external stakeholders. The student knows several relevant tools which he/she can independently apply in various operations management situations. The student knows how and from where to acquire the necessary systemic information in order to analyse, improve and manage the organisation's processes. The student is capable of adapting to changed requirements depending on which of the life-cycle stages the concerned processes are currently in. The student also understands how the processes are linked to the management supporting ERP-systems.
The student is able to plan, erect and manage any of the organisation's processes and to apply relevant tools where necessary. The student also knows how to manage the entity of organisation's processes and operations effectively. The student can question any of organisation's operation and focus his/hers attention on relevant attributes in order to improve their overall performance. The student also understands the meaning of channel separation and can apply this both when summoning information and capitalising on the collected information on practical level. The student can also benchmark an organisation and its processes, detecting pertinent bottlenecks or improvement areas. The student possesses also basic managerial strategic knowledge regarding execution of operations and processes.
Matti Karlsson
- Presentation material
- Assigned books (Operations Management, Slack, Chambers et al, multiple versions)
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
There are three deliverables affecting to the grade:
1. Collaborative project work report and presentation, weight 80%, evaluated on scale 0-5, contribution to grade 0-4
2. Individual book essay, weight 20%, evaluated as pass/fail, contribution to grade 0-1
Evaluated aspects will include knowledge, skills and behaviour.
English
03.01.2022 - 25.02.2022
15.11.2021 - 15.01.2022
4 cr
20IB
22KVHN1
15 - 40
Matti Karlsson
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Project work / project case study
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Details given in the first lesson
The student has failed to achieve at least grade 1 concerning deliverable #1, i.e. project work report and presentation. In other words, deliverable #1 is mandatory, deliverables #2 and #3 are voluntary. Without deliverables #2 and #3, the grade will be between 0 and 3.
Student participation has been on adequate level based on course schedule
Student has the basic understanding on Operations management in general
Student has demonstrated basic skills by submitting required tasks and asignments during the course
Student's participation has been active during contact lessons and online between lessons.
Student understands operative roles, tasks and challenges
Student can apply the knowledge in verbal conversations and written deliverables
Student is capable of applying all the acquired knowledge in to relevant, working life situations
Student has actively partipated and contributed to course implementation
Student has professional level of knowledge and wide understanding of operational model of different organisations
Student has demonstrated high skill level in operational management and created value and shared information to other partipants
Student is exceptionally capable of applying all the acquired knowledge in to relevant, working life situations
The student is able to recognise and analyse the organisation's processes and understand the basic principles of how they work together. The student understands the basic methodology of how to improve the processes' efficiency and their added value to both internal and external stakeholders. The student understands the importance of various, relevant stakeholders and the way how the information they each represent needs to be connected in order for the entire organisation to operate soundly. The student has a limited ability to plan and steer the organisation's processes.
The student is able to map the entire organisation's processes and the way they connect and interact with each other, as both internal and external stakeholders. The student knows several relevant tools which he/she can independently apply in various operations management situations. The student knows how and from where to acquire the necessary systemic information in order to analyse, improve and manage the organisation's processes. The student is capable of adapting to changed requirements depending on which of the life-cycle stages the concerned processes are currently in. The student also understands how the processes are linked to the management supporting ERP-systems.
The student is able to plan, erect and manage any of the organisation's processes and to apply relevant tools where necessary. The student also knows how to manage the entity of organisation's processes and operations effectively. The student can question any of organisation's operation and focus his/hers attention on relevant attributes in order to improve their overall performance. The student also understands the meaning of channel separation and can apply this both when summoning information and capitalising on the collected information on practical level. The student can also benchmark an organisation and its processes, detecting pertinent bottlenecks or improvement areas. The student possesses also basic managerial strategic knowledge regarding execution of operations and processes.
Matti Karlsson
- Presentation material
- Assigned books (Operations Management, Slack, Chambers et al, multiple versions)
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
There are three deliverables affecting to the grade:
1. Collaborative project work report and presentation, weight 80%, evaluated on scale 0-5, contribution to grade 0-4
2. Individual book essay, weight 20%, evaluated as pass/fail, contribution to grade 0-1
Evaluated aspects will include knowledge, skills and behaviour.
English
03.01.2022 - 25.02.2022
15.11.2021 - 15.01.2022
4 cr
20IB
22KVHN1
15 - 40
Matti Karlsson
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
N/A
Project work / project case study
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend zoom sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Details given in the first lesson
Student participation has been on adequate level based on course schedule
Student has the basic understanding on Operations management in general
Student has demonstrated basic skills by submitting required tasks and asignments during the course
Student's participation has been active during contact lessons and online between lessons.
Student understands operative roles, tasks and challenges
Student can apply the knowledge in verbal conversations and written deliverables
Student is capable of applying all the acquired knowledge in to relevant, working life situations
Student has actively partipated and contributed to course implementation
Student has professional level of knowledge and wide understanding of operational model of different organisations
Student has demonstrated high skill level in operational management and created value and shared information to other partipants
Student is exceptionally capable of applying all the acquired knowledge in to relevant, working life situations
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
Elena Grigorova
- Materials in Moodle
- Student’s own research (enquiry based learning)
Lectures, discussions, facilitation, group and individual work.
Some tasks are linked to activities in the professional development project (virtual firms).
- Internal Communication Scenarios - 25% (self, peer, teacher evaluation)
- Business Documentation - 25% (self, peer, teacher evaluation)
- Final Assessment - 30% (teacher evaluation)
- Extension Tasks, Engagement and Course Participation - 20% (teacher evaluation)
Grading rubrics will be provided for assessed tasks and will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).
English
30.08.2021 - 31.12.2021
01.06.2021 - 01.09.2021
3 cr
21IB4
21IB3
21IB2
21IB1
15 - 40
Elena Grigorova
Mandatory attendance: 80%
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not applicable.
The course is supportive of the professional development project the students are undertaking and is based on real life experience of working business and commerce.
Details of the assessment schedule will be provided in Moodle.
The course will examine international organizational communication. Students will consider and reflect upon the impact and diversity of culture to organizational communications, using examples from the teacher and students' experiences.
- Contact lessons 39 hours (13 x 3 h)
- Independent study 42 hours
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
Elena Grigorova
- Materials in Moodle
- Student’s own research (enquiry based learning)
Lectures, discussions, facilitation, group and individual work.
Some tasks are linked to activities in the professional development project (virtual firms).
- Internal Communication Scenarios - 25% (self, peer, teacher evaluation)
- Business Documentation - 25% (self, peer, teacher evaluation)
- Final Assessment - 30% (teacher evaluation)
- Extension Tasks, Engagement and Course Participation - 20% (teacher evaluation)
Grading rubrics will be provided for assessed tasks and will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).
English
30.08.2021 - 31.12.2021
01.06.2021 - 01.09.2021
3 cr
21IB8
21IB7
21IB6
21IB5
15 - 40
Elena Grigorova
Mandatory attendance: 80%
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
Not applicable.
The course is supportive of the professional development project the students are undertaking and is based on real life experience of working business and commerce.
Details of the assessment schedule will be provided in Moodle.
The course will examine international organizational communication. Students will consider and reflect upon the impact and diversity of culture to organizational communications, using examples from the teacher and students' experiences.
- Contact lessons 39 hours (13 x 3 h)
- Independent study 42 hours
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
The student is able to determine and use the concepts and methods of financial planning and control as well as the performance measurement and evaluation theme sufficiently. He/she can take responsibility for his individual financial planning and reporting duties in routine activities, and is able to make some contribution in a group.
The student achieves the competence of applying and explaining the concepts and methods of financial planning and control as well as the performance measurement and evaluation theme in controllable situations. He/she works actively and cooperates responsibly and constructively both individually and in a group. The student can solve financial planning and measurement problems, and his courses of action are well justified.
The student can analyse complex situations and produce alternative solution proposals to various financial planning and control as well as performance measurement and evaluation tasks and problems. He/she is able to apply his extensive knowledge and skills of the subject matter creatively in problem solving, solution tracing, new experiments, and when generalising his well-justified courses of action. The student can work strongly individually and make remarkable contribution to group work, cooperating responsibly, constructively and flexibly with excellent commitment.
Pasi Kuusijärvi
Bhimani, A., Datar, S., Horngren, C.T. & Rajan, M. 2018. Management and Cost Accounting. 7th ed. Harlow, United Kingdom: Pearson Education. Chapters 14 and 18-21.
ISBN: 9781292232669. EISBN: 9781292232676.
https://andor.tuni.fi/permalink/358FIN_TAMPO/176jdvt/cdi_askewsholts_vlebooks_9781292232676
In addition, student groups also perform self-driven data collection, as part of their group assignment.
Learning discussions, group assignment(s), exercises, case studies, literature, lecturing.
Student’s overall course grade is based on
1. the evaluation criteria of this course
2. active individual participation in the classes
3. performing all the assigned course exercises as instructed
4. his/her group assignment performance.
English
12.01.2022 - 18.03.2022
24.11.2021 - 11.01.2022
5 cr
20IB
22KVHN1
0 - 40
Pasi Kuusijärvi
Pasi Kuusijärvi, M.Sc. (Econ. & Bus. Adm.), AmO, HHJ
Senior Lecturer, Accounting and Financial Management
Tampere University of Applied Sciences (TAMK)
Tampere, Finland
pasi.kuusijarvi@tuni.fi
Tel. +358 40 846 3052
www.tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
No.
No, not in the winter 2022 implementation.
No written exam.
Neither guest lectures nor company visits or so in the winter 2022 implementation; a truly international group of students, anyway, studying together. The implementation group also includes a lot of double-degree and exchange students.
Max. some 135 hours as workload; 15 hours of that as contact teaching classes.
1. THE MASTER BUDGET
- Case: Ho-re-ca Business
2. STRATEGIC PERFORMANCE MEASUREMENT AND EVALUATION
- EVA
- ROI DuPont
- The Balanced Scorecard (BSC)
3. GROUP ASSIGNMENT
- Objectives and Key Results (OKR) challenging The BSC.
The student is able to determine and use the concepts and methods of product costing and financial closing analysis themes sufficiently. The student can take responsibility of his/her individual product costing and financial closing analysis duties in routine activities, and is able to make some contribution in a group.
The student has the competence of understanding and explaining the concepts and methods of the product costing and financial closing analysis themes, and can apply them in controllable situations. The student works actively and cooperates responsibly and constructively both individually and in a group. The student can solve product-costing problems and produce financial closing analyses, and his/her courses of action are well justified.
The student can analyse complex situations and produce alternative solution proposals to various product costing and financial closing analysis tasks and problems. The student is able to apply his/her knowledge and skills of the subject matter creatively in data collection, analyses and calculations, problem solving, and when interpreting and sharing his/her well-justified solutions. The student can work strongly individually and make remarkable contribution to group work, cooperating responsibly, constructively and flexibly with excellent commitment.
Pasi Kuusijärvi
Bhimani, A., Datar, S., Horngren, C.T. & Rajan, M. 2018. Management and Cost Accounting. 7th ed. Harlow, United Kingdom: Pearson Education. Chapters 1-3, 11 and selectively also 4-5.
ISBN: 9781292232669. EISBN: 9781292232676.
https://andor.tuni.fi/permalink/358FIN_TAMPO/176jdvt/cdi_askewsholts_vlebooks_9781292232676
https://www-kauppalehti-fi.libproxy.tuni.fi/porssi/kurssit/XHEL
In addition, student groups perform their own case specific data collection, as part of their group assignment.
Learning discussions, group assignment(s), exercises, case studies, literature, lecturing.
Student’s overall course grade is based on
1. the evaluation criteria of this course
2. active individual participation in the classes and exercises
3. his/her group assignment performance, including both the group's own report and action in an opposing team.
English
08.03.2022 - 28.04.2022
16.01.2022 - 09.03.2022
3 cr
21IB4
21IB3
21IB2
21IB1
0 - 37
Pasi Kuusijärvi
Pasi Kuusijärvi, M.Sc. (Econ. & Bus. Adm.), AmO, HHJ PJ
Senior Lecturer, Accounting and Financial Management
Tampere University of Applied Sciences (TAMK)
Tampere, Finland
pasi.kuusijarvi@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
No.
No.
No written exam.
There is no preplanned guest lectures or company visits on the agenda in this spring 2022 implementation.
The truly international group of students, anyway, studies altogether - and participation in the TAMK International week during week nr. 14 / 2022 in April may be possible.
Max. some 80 hours as workload; 15 hours of that as contact teaching.
Studying product costing forms the first part of the course, studying financial closing analysis the second/last part.
The student is able to determine and use the concepts and methods of product costing and financial closing analysis themes sufficiently. The student can take responsibility of his/her individual product costing and financial closing analysis duties in routine activities, and is able to make some contribution in a group.
The student has the competence of understanding and explaining the concepts and methods of the product costing and financial closing analysis themes, and can apply them in controllable situations. The student works actively and cooperates responsibly and constructively both individually and in a group. The student can solve product-costing problems and produce financial closing analyses, and his/her courses of action are well justified.
The student can analyse complex situations and produce alternative solution proposals to various product costing and financial closing analysis tasks and problems. The student is able to apply his/her knowledge and skills of the subject matter creatively in data collection, analyses and calculations, problem solving, and when interpreting and sharing his/her well-justified solutions. The student can work strongly individually and make remarkable contribution to group work, cooperating responsibly, constructively and flexibly with excellent commitment.
Pasi Kuusijärvi
Bhimani, A., Datar, S., Horngren, C.T. & Rajan, M. 2018. Management and Cost Accounting. 7th ed. Harlow, United Kingdom: Pearson Education. Chapters 1-3, 11 and selectively also 4-5.
ISBN: 9781292232669. EISBN: 9781292232676.
https://andor.tuni.fi/permalink/358FIN_TAMPO/176jdvt/cdi_askewsholts_vlebooks_9781292232676
https://www-kauppalehti-fi.libproxy.tuni.fi/porssi/kurssit/XHEL
In addition, student groups perform their own case specific data collection, as part of their group assignment.
Learning discussions, group assignment(s), exercises, case studies, literature, lecturing.
Student’s overall course grade is based on
1. the evaluation criteria of this course
2. active individual participation in the classes and exercises
3. his/her group assignment performance, including both the group's own report and action in an opposing team.
English
08.03.2022 - 27.04.2022
16.01.2022 - 09.03.2022
3 cr
21IB8
21IB7
21IB6
21IB5
0 - 37
Pasi Kuusijärvi
Pasi Kuusijärvi, M.Sc. (Econ. & Bus. Adm.), AmO, HHJ PJ
Senior Lecturer, Accounting and Financial Management
Tampere University of Applied Sciences (TAMK)
Tampere, Finland
pasi.kuusijarvi@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
No.
No.
No written exam.
There is no preplanned guest lectures or company visits on the agenda in this spring 2022 implementation.
The truly international group of students, anyway, studies altogether - and participation in the TAMK International week during week nr. 14 / 2022 in April may be possible.
Max. some 80 hours as workload; 15 hours of that as contact teaching.
Studying product costing forms the first part of the course, studying financial closing analysis the second/last part.
The student is able to name teamwork roles and principles. The student recognises team development phases. The student can act as a team member. The student can give and receive feedback.
The student applies teamwork principles in his/her own team behavior. The student is able to solve teamwork tasks and teamwork related problems. The student takes responsibility and commits to teamwork. The student develops his/her own teamwork skills.
The student understands how effective team works in professional context. The student is able to adopt different team roles in various team tasks creatively. The student can cooperate responsibly, flexibly and constructively in a team. The student contributes actively to improve team’s performance and collective action.
Petteri Vilén
The materials are to be distributed during the classes, during the fall and spring semester. Including books, articles, networking and other relevant sources.
Tutorial coaching and teaching, team working, exercises, individial working.
Grading scale is 0-5.
The grading is based on student activity, team peer evaluation and coach evaluation.
English
30.08.2021 - 09.05.2022
02.07.2021 - 31.08.2021
4 cr
21IB8
21IB7
21IB6
21IB5
21IB4
21IB3
21IB2
21IB1
Petteri Vilén, Marja-Liisa Timperi, Tuomo Soini, Annikka Lepola, Sean Morga, Anu Kallionpää
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
To be defined by the teachers
There are virtual firms to be established by the students, with real business connections when applicable.
Exams and assignments are to be informed during the classes.
The course is part of International Business studies, international students from various regions.
The course is running 4 periods, totally 4 credits. One credit per period.
The course (Professional Development) content and themes are aligned with subject studies, based on the following periodical set up:
Period 1:Business environment
Period 2:Establishing a new business
Period 3:Towards profitable business
Period 4: International business and market development
Insufficient participation in team activities.
Sufficient participation in team activities and sufficient contribution to team projects.
Good participation in team activities and good contribution to team projects.
Excellent participation in team activities and excellent contribution to team projects.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
Not approved
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
Sean Morga
Materials will be uploaded to the course Moodle page weekly.
• Shared learning material in Moodle (presentations, articles, videos)
• Library services for data collection (methods and links)
• Models for process planning, implementation and evaluation
• Students' own notes and remarks
• Lectures in the virtual classroom
• Independent studies based on provided materials
• Sales process simulation assignments, practiced individually and with partners
The evaluation is based on successful completion of the following tasks and activities:
• Weekly assignments in different forms (games, role play, reports, or other)
• Final assessment (sales situation simulation)
English
26.10.2021 - 07.12.2021
15.09.2021 - 14.10.2021
4 cr
20IB
21KVHN2
15 - 40
Elena Grigorova, Sean Morga
On this course students will learn different techniques for improving their professional sales skills. Students will study different approaches to sales situations and negotiations as well as gain understanding of the sales process. Subject theory runs parallel with the implementation of practical training.
After completing the course, the student will be able to:
• Communicate and negotiate in a demanding business environment
• Manage a sales process both in b2c and b2b sales situations
• Understand the role and usage of digital tools in a sales process
• Know how to prepare and handle sales situations across cultures
• Understand the importance of necessary preparation work before contacting prospects
• Fit the offering into the needs of target markets and clients
• Evaluate, choose and use appropriate sales and negotiation techniques in various sales situations
• Measure, analyze and improve personal sales skills
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
If a student has extensive sales experience, he/she may earn credits for this course through demonstration of competencies.
Such cases should be discussed with the teachers at the beginning of the course and a formal application should be filed in the CreTa accreditation system.
More information on recognition of prior learning can be found on the Intranet: https://intra.tuni.fi/en/handbook?page=2208.
Guest speakers might be visiting the virtual classes.
There is no exam in this course.
For more information on evaluation, please see Methods and Grounds for Evaluation.
A view of the assessment of European sales competition (ESC)
One study credit = 27 hours
4 credit course = 108 hours
21 hours of contact teaching
87 hours of individual work and group exercises
Planned content
• What are professional sales skills and techniques?
• How to sell successfully in a b2c and/or b2b setting?
• What kind of digital tools are used in selling?
• How to sell and negotiate in other countries?
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
Not approved
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
Sean Morga
Materials will be uploaded to the course Moodle page weekly.
• Shared learning material in Moodle (presentations, articles, videos)
• Library services for data collection (methods and links)
• Models for process planning, implementation and evaluation
• Students' own notes and remarks
• Lectures in the virtual classroom
• Independent studies based on provided materials
• Sales process simulation assignments, practiced individually and with partners
The evaluation is based on successful completion of the following tasks and activities:
• Weekly assignments in different forms (games, role play, reports, or other)
• Final assessment (sales situation simulation)
English
27.10.2021 - 08.12.2021
31.08.2021 - 14.10.2021
4 cr
20IB
21KVHN2
15 - 40
Elena Grigorova, Sean Morga
On this course students will learn different techniques for improving their professional sales skills. Students will study different approaches to sales situations and negotiations as well as gain understanding of the sales process. Subject theory runs parallel with the implementation of practical training.
After completing the course, the student will be able to:
• Communicate and negotiate in a demanding business environment
• Manage a sales process both in b2c and b2b sales situations
• Understand the role and usage of digital tools in a sales process
• Know how to prepare and handle sales situations across cultures
• Understand the importance of necessary preparation work before contacting prospects
• Fit the offering into the needs of target markets and clients
• Evaluate, choose and use appropriate sales and negotiation techniques in various sales situations
• Measure, analyze and improve personal sales skills
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
If a student has extensive sales experience, he/she may earn credits for this course through demonstration of competencies.
Such cases should be discussed with the teachers at the beginning of the course and a formal application should be filed in the CreTa accreditation system.
More information on recognition of prior learning can be found on the Intranet: https://intra.tuni.fi/en/handbook?page=2208.
Guest speakers might be visiting the virtual classes.
There is no exam in this course.
For more information on evaluation, please see Methods and Grounds for Evaluation.
A view of the assessment of European sales competition (ESC)
One study credit = 27 hours
4 credit course = 108 hours
21 hours of contact teaching
87 hours of individual work and group exercises
Planned content
• What are professional sales skills and techniques?
• How to sell successfully in a b2c and/or b2b setting?
• What kind of digital tools are used in selling?
• How to sell and negotiate in other countries?
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
Not approved
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
Juha Ikonen
Materials will be uploaded to the course Moodle page weekly.
• Shared learning material in Moodle (presentations, articles, videos)
• Library services for data collection (methods and links)
• Models for process planning, implementation and evaluation
• Students' own notes and remarks
• Lectures in the virtual classroom
• Independent studies based on provided materials
• Sales process simulation assignments, practiced individually and with partners
The evaluation is based on successful completion of the following tasks and activities:
• Weekly assignments in different forms (games, role play, reports, or other)
• Final assessment (sales situation simulation)
English
07.03.2022 - 08.05.2022
15.11.2021 - 09.03.2022
4 cr
20IB
22KVHN1
15 - 40
Juha Ikonen, Elena Grigorova
On this course students will learn different techniques for improving their professional sales skills. Students will study different approaches to sales situations and negotiations as well as gain understanding of the sales process. Subject theory runs parallel with the implementation of practical training.
After completing the course, the student will be able to:
• Communicate and negotiate in a demanding business environment
• Manage a sales process both in b2c and b2b sales situations
• Understand the role and usage of digital tools in a sales process
• Know how to prepare and handle sales situations across cultures
• Understand the importance of necessary preparation work before contacting prospects
• Fit the offering into the needs of target markets and clients
• Evaluate, choose and use appropriate sales and negotiation techniques in various sales situations
• Measure, analyze and improve personal sales skills
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
If a student has extensive sales experience, he/she may earn credits for this course through demonstration of competencies.
Such cases should be discussed with the teachers at the beginning of the course and a formal application should be filed in the CreTa accreditation system.
More information on recognition of prior learning can be found on the Intranet: https://intra.tuni.fi/en/handbook?page=2208.
Guest speakers might be visiting the virtual classes.
There is no exam in this course.
For more information on evaluation, please see Methods and Grounds for Evaluation.
A view of the assessment of European sales competition (ESC)
One study credit = 27 hours
4 credit course = 108 hours
21 hours of contact teaching
87 hours of individual work and group exercises
Planned content
• What are professional sales skills and techniques?
• How to sell successfully in a b2c and/or b2b setting?
• What kind of digital tools are used in selling?
• How to sell and negotiate in other countries?
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
Not approved
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
Juha Ikonen
Materials will be uploaded to the course Moodle page weekly.
• Shared learning material in Moodle (presentations, articles, videos)
• Library services for data collection (methods and links)
• Models for process planning, implementation and evaluation
• Students' own notes and remarks
• Lectures in the virtual classroom
• Independent studies based on provided materials
• Sales process simulation assignments, practiced individually and with partners
The evaluation is based on successful completion of the following tasks and activities:
• Weekly assignments in different forms (games, role play, reports, or other)
• Final assessment (sales situation simulation)
English
07.03.2022 - 08.05.2022
15.11.2021 - 27.02.2022
4 cr
20IB
22KVHN1
15 - 40
Elena Grigorova
On this course students will learn different techniques for improving their professional sales skills. Students will study different approaches to sales situations and negotiations as well as gain understanding of the sales process. Subject theory runs parallel with the implementation of practical training.
After completing the course, the student will be able to:
• Communicate and negotiate in a demanding business environment
• Manage a sales process both in b2c and b2b sales situations
• Understand the role and usage of digital tools in a sales process
• Know how to prepare and handle sales situations across cultures
• Understand the importance of necessary preparation work before contacting prospects
• Fit the offering into the needs of target markets and clients
• Evaluate, choose and use appropriate sales and negotiation techniques in various sales situations
• Measure, analyze and improve personal sales skills
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
If a student has extensive sales experience, he/she may earn credits for this course through demonstration of competencies.
Such cases should be discussed with the teachers at the beginning of the course and a formal application should be filed in the CreTa accreditation system.
More information on recognition of prior learning can be found on the Intranet: https://intra.tuni.fi/en/handbook?page=2208.
Guest speakers might be visiting the virtual classes.
There is no exam in this course.
For more information on evaluation, please see Methods and Grounds for Evaluation.
A view of the assessment of European sales competition (ESC)
One study credit = 27 hours
4 credit course = 108 hours
21 hours of contact teaching
87 hours of individual work and group exercises
Planned content
• What are professional sales skills and techniques?
• How to sell successfully in a b2c and/or b2b setting?
• What kind of digital tools are used in selling?
• How to sell and negotiate in other countries?
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
The student is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information about a company, product and services. He/she communicates in expected oral work life situations but requires help. The student interprets and produces the most common business life communication situations (e.g. phone) and recognises the characteristics of Nordic operational environment. The student interprets the main points of publications of his/her field of study.
The student is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly. He/she communicates fairly fluently and actively in expected oral work life situations. The student takes into account the characteristics of Nordic operational environment and utilises the publications of their field of study.
The student is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures. He/she communicates naturally and fluently in various, even challenging, oral work life situations (e.g. creating and maintaining customers). The student can work successfully in the Nordic operational environment and utilise, apply and analyse publications of their field of study.
Sari Hanska
Kirja: Hanska-Aare Sari, Keränen Marit, Lehtoviita Kirsi, Pirttilä Mia: Gå med vinst! (Edita) ja opettajan lisämateriaali.
Kirjaa on saatavilla myös digitaalisessa muodossa:
https://shop.edita.fi/tuote/ga-med-vinst-affarssvenska-for-hogskolor-2 (not translated)
Lähiopetus, argumentointi, esitelmät, yhteistoiminnallinen oppiminen, harjoitukset, suullinen tentti. (not translated)
Jatkuva näyttö sekä suullinen tentti (ryhmäkeskustelu). Läsnäolo 75 %. (not translated)
English
30.08.2021 - 17.12.2021
02.07.2021 - 03.09.2021
2 cr
20ENTRE
20IB
Sari Hanska
Esitiedot: lukion ruotsi tai vastaavat tiedot. (not translated)
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
- (not translated)
- (not translated)
Suullinen tentti pienryhmissä vko 40/2021.
Suullisen uusinta sovitaan erikseen. (not translated)
- (not translated)
Koko ruotsin kielen 5 opintopisteen opintojakso suoritetaan samanaikaisesti (Professionell svenska i handelsbranschen, muntlig 2 op ja Professionell svenska i handelsbranschen, skriftlig 3 op). Lähiopetus 60 h ja opiskelijan itsenäinen työskentely 60 h (sis. virtuaaliosuuden). (not translated)
Opetusta lukuvuotena 2021 - 2022 1. ja 2. periodilla. (not translated)
The student
* is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services
* communicates in expected oral work life situations, but requires help
* interprets and produces the most common business life communication situations (e.g. phone)
* recognises the characteristics of the Nordic operational environment
* interprets the main points of publications of their field of study.
The student
* is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly
* communicates fairly fluently and actively in expected oral work life situations
* takes into account the characteristics of Nordic operational environment
* utilizes the publications of their field of study.
The student
* is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures
* communicates naturally and fluently in various, even challenging, oral work life situations (e.g. creating and maintaining customers)
* can work successfully in the Nordic operational environment
* can utilize, apply and analyse publications of their field of study.
The student is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information about a company, product and services. He/she communicates in expected oral work life situations but requires help. The student interprets and produces the most common business life communication situations (e.g. phone) and recognises the characteristics of Nordic operational environment. The student interprets the main points of publications of his/her field of study.
The student is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly. He/she communicates fairly fluently and actively in expected oral work life situations. The student takes into account the characteristics of Nordic operational environment and utilises the publications of their field of study.
The student is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures. He/she communicates naturally and fluently in various, even challenging, oral work life situations (e.g. creating and maintaining customers). The student can work successfully in the Nordic operational environment and utilise, apply and analyse publications of their field of study.
Joni Sallila
Kirja: Hanska-Aare Sari, Keränen Marit, Lehtoviita Kirsi, Pirttilä Mia: Gå med vinst! (Edita) ja opettajan lisämateriaali.
Kirjaa on saatavilla myös digitaalisessa muodossa:
https://shop.edita.fi/tuote/ga-med-vinst-affarssvenska-for-hogskolor-2 (not translated)
Lähiopetus, argumentointi, esitelmät, yhteistoiminnallinen oppiminen, harjoitukset, suullinen tentti. (not translated)
Jatkuva näyttö sekä suullinen tentti (ryhmäkeskustelu). Läsnäolo 75 %. (not translated)
English
10.01.2022 - 22.04.2022
15.11.2021 - 15.01.2022
2 cr
20ENTRE
20IB
Joni Sallila
Esitiedot: lukion ruotsi tai vastaavat tiedot. (not translated)
TAMK Languages and Communication
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
- (not translated)
- (not translated)
Suullisen tentin videolinkki palautetaan viimeistään 1.5.2022.
Suullisen uusinta sovitaan erikseen. (not translated)
- (not translated)
Koko ruotsin kielen 5 opintopisteen opintojakso suoritetaan samanaikaisesti (Professionell svenska i handelsbranschen, muntlig 2 op ja Professionell svenska i handelsbranschen, skriftlig 3 op). Lähiopetus 60 h ja opiskelijan itsenäinen työskentely 60 h (sis. virtuaaliosuuden). (not translated)
Opetusta lukuvuotena 2021 - 2022 3. ja 4. periodilla. (not translated)
The student
* is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services
* communicates in expected oral work life situations, but requires help
* interprets and produces the most common business life communication situations (e.g. phone)
* recognises the characteristics of the Nordic operational environment
* interprets the main points of publications of their field of study.
The student
* is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly
* communicates fairly fluently and actively in expected oral work life situations
* takes into account the characteristics of Nordic operational environment
* utilizes the publications of their field of study.
The student
* is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures
* communicates naturally and fluently in various, even challenging, oral work life situations (e.g. creating and maintaining customers)
* can work successfully in the Nordic operational environment
* can utilize, apply and analyse publications of their field of study.
The student is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information about a company, product and services. He/she communicates in expected written work life situations but requires help. The student interprets and produces the most common business life communication situations (e.g. e-mail), recognises the characteristics of Nordic operational environment and interprets the main points of publications of their field of study.
The student is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly. He/she communicates fairly fluently and actively in expected written work life situations. He/she is able to interpret and create common business documents (e.g. memo) and take into account the characteristics of Nordic operational environment. The student utilises the publications of their field of study.
The student is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures. He/she communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers).
Sari Hanska
Kirja: Hanska-Aare Sari, Keränen Marit, Lehtoviita Kirsi, Pirttilä Mia: Gå med vinst! (Edita) ja opettajan lisämateriaali.
Kirjaa on saatavilla myös digitaalisessa muodossa:
https://shop.edita.fi/tuote/ga-med-vinst-affarssvenska-for-hogskolor-2 (not translated)
Lähiopetus, argumentointi, opetussimulaatiot ja -pelit, yhteistoiminnallinen oppiminen, harjoitukset, aktivoivat kirjoitustehtävät, referaatti/essee, itsenäinen verkko-opiskelu sekä kirjallinen tentti. (not translated)
Kirjallisesessa kielitaidossa on kaksi tenttiä (40 % + 40 % arvosanasta) sekä palautettavia kirjallisia harjoituksia (20 % arvosanasta).
Opintojaksopalaute on pakollinen osasuoritus ja se annetaan opintojaksopalautejärjestelmän kautta.
Läsnäolo 75 %. (not translated)
English
30.08.2021 - 17.12.2021
02.07.2021 - 03.09.2021
3 cr
20ENTRE
20IB
Sari Hanska
Esitiedot: lukion ruotsi tai vastaavat tiedot. (not translated)
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
1 cr
0-5
- (not translated)
- (not translated)
Kirjallinen tentti 1: vko 41 / 2021
Kirjallinen tentti 2: Vkot 49 - 50 / 2021 Tenttiterraario
Palautettavat ja arvioitavat harjoitukset: palautus 15.12.2021 mennessä.
Uusinnat kevätlukukaudella 2022 ilmoitetaan myöhemmin. (not translated)
- (not translated)
Koko ruotsin kielen 5 opintopisteen opintojakso suoritetaan samanaikaisesti (Professionell svenska i handelsbranschen, muntlig 2 op ja Professionell svenska i handelsbranschen, skriftlig 3 op). Lähiopetus 60 h ja opiskelijan itsenäinen työskentely 60 h (sis. virtuaaliosuuden). (not translated)
Opetusta lukuvuotena 2021 - 2022 1. ja 4. periodilla. (not translated)
The student
* is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services
* communicates in expected written work life situations, but requires help
* interprets and produces the most common business life communication situations (e.g. phone)
* recognises the characteristics of the Nordic operational environment
* interprets the main points of publications of their field of study.
The student
* is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly
* communicates fairly fluently and actively in expected written work life situations
* takes into account the characteristics of Nordic operational environment
* utilizes the publications of their field of study.
The student
* is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures
* communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers)
* can work successfully in the Nordic operational environment
* can utilize, apply and analyse publications of their field of study.
The student is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information about a company, product and services. He/she communicates in expected written work life situations but requires help. The student interprets and produces the most common business life communication situations (e.g. e-mail), recognises the characteristics of Nordic operational environment and interprets the main points of publications of their field of study.
The student is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly. He/she communicates fairly fluently and actively in expected written work life situations. He/she is able to interpret and create common business documents (e.g. memo) and take into account the characteristics of Nordic operational environment. The student utilises the publications of their field of study.
The student is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures. He/she communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers).
Joni Sallila
Kirja: Hanska-Aare Sari, Keränen Marit, Lehtoviita Kirsi, Pirttilä Mia: Gå med vinst! (Edita) ja opettajan lisämateriaali.
Kirjaa on saatavilla myös digitaalisessa muodossa:
https://shop.edita.fi/tuote/ga-med-vinst-affarssvenska-for-hogskolor-2 (not translated)
Lähiopetus, argumentointi, opetussimulaatiot ja -pelit, yhteistoiminnallinen oppiminen, harjoitukset, aktivoivat kirjoitustehtävät, referaatti/essee, itsenäinen verkko-opiskelu sekä kirjallinen tentti. (not translated)
Kirjallisesessa kielitaidossa on kaksi tenttiä (50 % + 50 % arvosanasta)
Opintojaksopalaute on pakollinen osasuoritus ja se annetaan opintojaksopalautejärjestelmän kautta.
Läsnäolo 75 %. (not translated)
English
10.01.2022 - 22.04.2022
16.11.2021 - 15.01.2022
3 cr
20ENTRE
20IB
Joni Sallila
Esitiedot: lukion ruotsi tai vastaavat tiedot. (not translated)
TAMK Languages and Communication
Bachelor's Degree Programme in International Business
TAMK Main Campus
1 cr
0-5
- (not translated)
- (not translated)
Kirjallinen tentti 1: 24.2.2022
Kirjallinen tentti 2: 25.4. - 4.6.2022 Tenttiterraario. Uusinnt sisältyvät tähän aikaikkunaan.
Palautettavat ja arvioitavat harjoitukset: palautus 1.5.2022 mennessä. (not translated)
- (not translated)
Koko ruotsin kielen 5 opintopisteen opintojakso suoritetaan samanaikaisesti (Professionell svenska i handelsbranschen, muntlig 2 op ja Professionell svenska i handelsbranschen, skriftlig 3 op). Lähiopetus 60 h ja opiskelijan itsenäinen työskentely 60 h (sis. virtuaaliosuuden). (not translated)
Opetusta lukuvuotena 2021 - 2022 3. ja 4. periodilla. (not translated)
The student
* is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services
* communicates in expected written work life situations, but requires help
* interprets and produces the most common business life communication situations (e.g. phone)
* recognises the characteristics of the Nordic operational environment
* interprets the main points of publications of their field of study.
The student
* is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly
* communicates fairly fluently and actively in expected written work life situations
* takes into account the characteristics of Nordic operational environment
* utilizes the publications of their field of study.
The student
* is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures
* communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers)
* can work successfully in the Nordic operational environment
* can utilize, apply and analyse publications of their field of study.
The student can name and explain project management and its key elements. He/she recognizes the phases of a project and is able to name reasons for having a project mode. The student knows the role of a project plan document and its elements. The student can act as a member of a small-scale project team. The student is able to give and receive feedback related to a set project, collaborate in a small team and take responsibility of his/her own studies.
The student is able to apply the basic tools used in projects and structure a small project team with dedicated tasks. The student can explain the needs for setting up a small scale project with a project plan. The student can act as a project manager or a team member to accomplish the project. The student is able to give and receive constructive feedback and develop skills for co-operation with dedicated roles. The student takes responsibility of his/her studies and is able to balance the workload of the team.
The student understands the meaning and relations of the basic concepts of project management. The student analyses multiple alternatives and is able to make sustainable project decisions. He/she is able to connect the project management elements together in a professional manner. The student applies project management tools in a systematic manner and searches and justifies multiple options. The student is able to assess the team and team tasks. He/she finds creative solutions and motivates and develops a project team. The student is able to use feedback to grow professionally in the field and develop creative and constructive working methods. He/she works responsibly towards the project team and commits himself/herself to group work and project management methods beyond the required level.
To be informed during the lectures
Contact teaching, individual studies and team working
English
18.10.2021 - 10.12.2021
18.09.2021 - 17.10.2021
2 cr
21IB4
21IB3
21IB2
21IB1
15 - 35
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Main Campus
0-5
To be evaluated on case basis, as the course is strongly focused on team working
The teams set, will implement a virtual web-site project in their study environment
The work load 1.5 credits is based on an estimate for hours worked during the project
To be specifed and informed in the beginning of the course
The student can name and explain project management and its key elements. He/she recognizes the phases of a project and is able to name reasons for having a project mode. The student knows the role of a project plan document and its elements. The student can act as a member of a small-scale project team. The student is able to give and receive feedback related to a set project, collaborate in a small team and take responsibility of his/her own studies.