Please select the curriculum by the start year of studies and orientation line.
Criteria for PASS:
The student understands the overall process of designing a research project from the beginning to the final report. He/she is able to identify ethical issues in research. He/she knows the difference between quantitative and qualitative research. The student is familiar with the criteria for evaluating the quality of a research project. The student is able to articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. He/she is familiar with basic data collection and analysis methods. The student is able to write a research proposal.
Will be published in Moodle course
Lectures, team working, discussions, individual tasks, seminar
Student is able to apply academic concepts of research, identifies academic texts and is able to analyse them. Student is able to produce thesis/research plan where he/she implements skills of setting research objectives and justification, research questions, data and methods and introduce theoretical background including suitable topic references.
English
01.01.2021 - 21.05.2021
25.11.2020 - 05.01.2021
5 cr
20YIBM
Sari Matala, Janika Asplund, Sven Rassl
Participating meetings is highly important!
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
1 cr
2 cr
Pass/Fail
Must be discussed with teacher beforehand
Students are highly recommended to connect the course contents to their current working place
No exams
International student group with international cases
Studying during 29.1.-30.4.2021, mainly in Moodle
5cr = 135h of student work
Studying during 29.1.-30.4.2021, mainly in Moodle.
15.3.2021 Thesis Topic registration
23.4.2021 Research Plan seminar
Course tasks are all conducted and submitted in Moodle by given dead lines. Student is able to write thesis/research plan on the personal field of study based on thesis instructions. Student presents her/his Thesis Research Plan in a seminar.
The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.
The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.
The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and project management in practice and in theory.
English
01.09.2020 - 23.11.2020
01.06.2020 - 13.09.2020
5 cr
20YIBM
Matti Karlsson
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
5 cr
0-5
The student understands basic concepts of conflict management, change and crisis communication and influencing (lobbying). He/she is able to recognize situations where those are needed.
He/she knows the significance of conflict management, crisis communication and influencing in terms of advocating welfare of the organization he/she represents. The student is modestly able to apply the tools and best practices of conflict management, crisis communication and influencing in simple cases.
The student understands profoundly why conflict management, change and crisis communication and influencing are important for any organization. He/she has the ability to apply conflict management, change and crisis communication and influencing theories in conjunction with real life cases. He/she is able to produce credible and implementable conflict management, change and crisis communication and influencing plans for situations where those are needed. The student is able to act in a sustainable and ethical way in delicate conflict and crisis situations.
The student is able to take initiative in complex conflict and crisis situations, as well as in lobbying for his/her organization. He/she is able to lead the group responsible for prompt action that is often required, in terms of preserving the organization from winding up in further predicament. The student can be entrusted the role of a spokesperson and mediator even in the most demanding conflict and crisis cases.
He/she fully understands the significance of trustworthy appearance while addressing demanding cases on behalf of his/her organization
English
08.03.2021 - 31.07.2021
25.11.2020 - 07.03.2021
5 cr
20YIBM
20YRIMCEL
20YRIMCEM
20YRIMCET
Kai Hintsanen
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
0-5
Sven Rassl
Mooij, M. de: Global Marketing and Advertising – Understanding Cultural Paradoxes, current edition
Keller, Kevin L., Kotler, Philip: Marketing Management, Global Edition
Since a largest part of the module will consist of interaction with international students, general interest in other cultures and international factors that drive societies, markets and companies as well as a willingness and ability to study in an international environment are the other prerequisites for participation in the course.
Content
• The Paradoxes in Gobal Marketing Communications
• Dimensions of Culture
• Culture and Consumer Behaviour
• Doing Research in international projects
• Pick up of current topics like Sharing Economy or Circular Economy
40% Report
40% Presentation
20% Opposition (organized by TAMK)
Student are graded as a group
Finnish Grading scale:
5 = excellent or A
4 = very good or B
3 = good or C
2 = satisfactory or D
1 = passable or E
0 = fail or F or FX
German grading scale
1.0–1.5 sehr gut (very good: an outstanding achievement)
1.6–2.5 gut (good: an achievement which lies substantially above average requirements)
2.6–3.5 befriedigend (satisfactory: an achievement which corresponds to average requirements)
3.6–4.0 ausreichend (sufficient: an achievement which barely meets the requirements)
5.0 nicht ausreichend / nicht bestanden (not sufficient / failed: an achievement which does not meet the requirements)
English
01.01.2021 - 16.06.2021
02.12.2020 - 31.12.2020
5 cr
20YIBM
8 - 12
Sven Rassl
Moodle by HS Niederrhein
Adobe Connect
Or other platform selected by participants
Skype
Whatsapp
Microsoft Teams
Master's Degree Programme in International Business Management
TAMK Main Campus
3 cr
0-5
The course is taught in cooperation with Niederrhein University of Applied Sciences
Presentation
20 min presentation
All group members participate
Report
4-6 pages
The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.
The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting, why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure financial performance based on public financial information. Student gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs, develops his interaction skills, adding value to the team and takes responsibility when needed.
The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.
English
01.08.2020 - 31.12.2020
02.07.2020 - 30.11.2020
5 cr
20YIBM
Petteri Vilén
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
0-5
The student is able to name and explain the core concepts of process design and improvement, operations management and LEAN. The student uses basic process design principles and operations management principles in a "cookbook" manner. The student is able to give and receive feedback related to operations management , collaborates in a small group on operations management related tasks and takes responsibility of own studies related to operations management.
The student can explain how to apply the core concepts of process design and improvement. The student is able to compare traditional and LEAN operations management principles, explain how to create operations strategy in a continuously changing environment and how to apply process control. The student is able to apply the core concepts of process design and improvement on working life cases, plan and implement LEAN initiatives for working life cases, and plan and manage process improvement projects. The student is able to give and receive constructive feedback related to operations management, develop collaborative actions in a small group concerning operations management related tasks and takes responsibility of own studies and group work related to operations management.
The student analyses systematically the need for process improvement by using appropriate tools and methods. The student uses additional and recent research papers to extend knowledge of operations management, operations strategy and LEAN management. The student applies the core concepts of process design and improvement in a systematic manner on working life cases, justifies the use of LEAN methods for working life cases and the use of process improvement methods for working life cases. The student is able to use feedback to grow professionally in the field of operations management, develop creative and constructive working methods to solve operations management related tasks individually and in small groups and commits oneself to own studies and group work related to operations management beyond the ordinary level (3-4) requirements .
English
28.01.2021 - 16.04.2021
25.11.2020 - 27.01.2021
5 cr
20YIBM
20YRIMCEL
20YRIMCEM
Tuomo Soini, Matti Karlsson
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
0-5
The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear.
The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.
The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.
The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course
- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam
- Written assignment (graded 0-5)
- Group exam (graded 0-5)
- Smaller weekly or bi-weekly tasks (pass/fail)
English
08.10.2020 - 31.12.2020
02.07.2020 - 08.10.2020
5 cr
20YIBM
Päivi Mayor
More information from the teacher Päivi Mayor, paivi.mayor@tuni.fi
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
1 cr
5 cr
0-5
None
Open book group exam on the last lecture time
International cases will be used, together with the students' own international experiences and connections.
This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.
1) Leadership theories and practices
2) Leading yourself, motivating others
3) Leading a team
4) Coaching skills
5) Group exam: Challenging Leadership cases
Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.
The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in the video assignment about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the video assignment and/or in other course tasks.
he student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical and realistic suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the video assignment about the literature and its application at his/her own working life shows good understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context as can be seen in the video assignment and/or in other course tasks.
The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the video assignment about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the video assignment and/or in other course tasks. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.
The student can define culture, recognises cultural differences and other phenomena in the field related. While doing tasks, he/she needs assistance. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives. He/she is aware of course load and able to do routine tasks but may need to remind.
The student compares culture from different perspectives and applies its impact upon learning and educating context. The student, as a resource person, plans independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can solves problems while dealing with pupils having different cultural backgrounds. The student can give and receive feedback actively in a culturally diverse learning perspective but considers things from his/her and the close community’s viewpoints. He/she takes responsibility and commits to the group activities in addition to his/her own work.
The student understands culture from multiple perspectives and analyses its impact upon learning and educating context. The student, as a resource person, acts independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can search for diverse courses of action while dealing with pupils having different cultural backgrounds. The student uses feedback systematically in allocating tasks among culturally diverse learners and ensure growth thereby. He/she knows to perform his/her tasks responsibly in a group and independently as well. The student is flexible and non-hesitant in taking international assignment.
- Organization Culture and Leadership, Edgar H. Schein, 5th edition
- Cultures and Organizations: Software of the mind, Geert Hofstede et. al, 3rd edition
- Suggested materials to moodle course site
Pre-task, individual task/course paper, lecture, group project & workshop
English
18.03.2021 - 23.04.2021
17.01.2021 - 24.02.2021
5 cr
20YIBM
Shaidul Kazi
Online lessons are important from learning point of view
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
0-5
Talk to the course teache
Own workplace linked task
No test but project presentation
Possible
Total work hour for the students: 27 x 5 = 135
Contact lesson including presentation: 16 h
Project: 30 h
Individual task/course paper: 30 h
Reading: 59 h
1st meeting: 18.03.2021: Culture; defining culture, influencing factors as well as national-, organisational-, & family culture
2nd meeting: 19.03.2021: Culture and human behavior; cultural influence on business activities & work ethics in different cultures
3rd meeting: 22.04.2021: Cultural differences and similarities; Cultural synergy; & managing diversity at work place
4th meeting: 23.04.2021: Project presentation
- Didn't return course project
- Didn't participate to project presentation
- Didn't do pre-task & at least 2 individual tasks
- Did not attend at least 2 contact lessons
Student has done two-third of the given tasks including the course project. Student has demonstrated basic understanding to core issues of the course through required tasks and project
Student has done all the given tasks. Participated to project presentation. Student has demonstrated clear and deep understanding to core issues of the course through required tasks and project. In addition, student has proposed own opinion to the required tasks and discussed issues from multiple perspectives. Student has still scope for improving his/her performance.
Student has done all the given tasks. Participated to project presentation. Student has demonstrated clear and deep understanding to core issues of the course through required tasks and project. In addition, student has proposed own opinion to the required tasks and discussed issues from multiple perspectives. Furthermore, student has shown extraordinary creativity in individual tasks.
The student is able to identify phases of traditional marketing planning process, and recognise the impact of global context. The student is able to describe the concept of customer value and is able to participate in a marketing development project based on a given procedure like design thinking.
The student is able to compare traditional marketing planning process to modern value-based strategic marketing planning also in a global context. The student is able to apply modern development tools like design thinking into strategic level problem solving. The student takes responsibility in the group activity developing solutions to a strategic level problems.
The student is able to analyse the impacts of the use of traditional marketing planning process compared to modern value-based strategic marketing planning in a global context. The student is able to apply strategic planning tools such as design thinking, and find creative solutions into strategic level problems. The student takes leading role in the group activity showing understanding of the features and needs of the industry in question.
English
01.10.2020 - 31.12.2020
10.06.2020 - 30.09.2020
5 cr
20YIBM
Tuula Andersson, Annikka Lepola
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
0-5
The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.
The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas.
The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.
English
01.08.2020 - 04.12.2020
02.07.2020 - 13.09.2020
5 cr
20YIBM
Tuomo Soini
International Business Management, Master
Master's Degree Programme in International Business Management
TAMK Main Campus
0-5
There is no realizations attached to this degree programme.
Master of Business Administration, EQF 7
Bachelor of Business Administration (BBA), Bachlor of Engineering (BE) or a comparable degree, an accepted development work and an interview
It is possible for students to have their prior competence recognised. Will be negotiated with responsible teachers
Completion of Master's Degree in International Business Management curriculum studies and achievement of related competence objectives.
The degree is a Master's Degree -level professional higher education degree.
The degree complies with the criteria set by the Finnish national degree system as well as with the European framework for degrees and other competences.
The Master's Degree Programme is 90 credits with emphasis on studies required to develop and manage international operations. The development work is 30 credits including research seminars and supported by methodological studies.
Studies provide students with contemporay skills and tools to lead and administrate demanding international projects in Finland or abroad.
The compulsory studies include global economics and change management, strategic project management, project leadership, international marketing, financing and cash flow management, intercultural communication, as well as operations management and advanced business simulation games.
The elective studies include marketing and market analysis, information and communication technologies, international trade and contracts as well as sales and negotiating skills.
The graduates will qualify for leading positions in international trade and commerce in multicultural environments
The degree provides the students a path to continue post-graduate studies in other universities
All courses are graded from 1 (passed) to 5 (excellent)
The study time is 1,5 years
The classroom teaching is scheduled once or twice a month on Thursday from 4:30 pm to evening and on Friday from morning to afternoon.
It contains lectures, team work, individual readings, presentations, online work and a study trip
The degree programme will be continuously developed based on the feedback from the students, employers and the Supervisory Board