Study Guide

Objectives (course unit)

In this course, the participants familiarize themselves with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis. The course will introduce participants to the various research paradigms for the discipline. The module will consider the differences between ‘academic’ and ‘practitioner-based’ research and enquiry and the importance of methodology.

After completing the course, the participants will be able to:

- know concepts, nature, rules and ethics of academic research
- know some of the most common research approaches and methods
- analyse academic texts
- plan the research process effectively
- build a meaningful structure for their thesis
- apply concepts of academic research in their own Master’s thesis
choose and apply suitable research approach and methods

Content (course unit)

Concepts in academic research
Most common research approaches and methods
Structure of academic research
Academic research process
Research plan

Assessment criteria, pass/fail (course unit)

The student understands the overall process of designing a research project from the beginning to the final report. The student can identify ethical issues in research and 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 can articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. The student is familiar with basic data collection and analysis methods and can write a research proposal.

Exam schedules

No exams

Assessment methods and criteria

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.

Assessment scale

Pass/Fail

Teaching methods

Lectures, team working, discussions, individual tasks, seminar

Learning materials

Will be published in Moodle course

Student workload

Studying during 14.1.2024.-30.4.2024, mainly in Moodle
5cr = 135h of student work

Content scheduling

Dead lines of assignements coming here

Completion alternatives

Must be discussed with teacher beforehand

Practical training and working life cooperation

Students are highly recommended to connect the course contents to their current working place

International connections

International student group with international cases

Further information

Participating meetings and discussions in Moodle is highly important!

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

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.

Objectives (course unit)

In this course, the participants familiarize themselves with the environmental, economic, and technical elements related to the circular economy (CE) value chains. They understand the role of different stakeholders, decision-making processes, and communication in the development work. The students explore both possibilities and barriers and risks involved in the development of circular economy value chains. Participants innovate value creation related to consumer's role and engagement in CE value chain.

After completing the course, the participants can:
- describe important elements, processes, and stakeholders in the development of CE value chains
- explain the opportunities, barriers, and risks in CE value chain development
- adopt the consumer-centered approach in development
- innovate consumer engagement activities in value creation

Content (course unit)

Basics of materials, design, manufacturing, residue management and valorization as well as logistics, sorting and recycling systems in CE value chain
Stakeholders and decision making
Customer’s role and engagement in CE development

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

The student can name and define elements, processes, and actors of the circular economy value chain. The student recognizes the barriers and risks in the CE value chain development. The student can, with the help of others, solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is limited.

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

The student can explain elements, processes, and actors of the circular economy value chain and compare different value chains. The student understands the barriers and risks in the CE value chain development and can suggest improvements. The student can select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is clear.

Assessment criteria, excellent (5) (course unit)

The student can analyze and generalize elements, processes, and actors of the circular economy value chain and relate to the professional context. The student understands the barriers and risks in the CE value chain development and understands extensive entities and relations between them. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new ones. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student has an active and facilitative role in the innovation process and understanding about customer’s role in the CE value chain.

Location and time

Participation in intensive weeks and online lectures is mandatory. Students agree together the time and platform of student group meetings. The student chooses place and time for personal distant learning. Every task and assignment have a deadline which must be respected (further details in course moodle) and participate actively during the course to get the best results and learning experience.

Exam schedules

There are no exams during this course, the assessment is based on active participation, individual and group assignments.

Assessment scale

0-5

Teaching methods

Workshops, online meetings and lectures, group and individual assignments

Learning materials

All learning materials are distributed via the course moodle. The student is strongly recommended to find complementary learning material and share it with the others.

Student workload

The student is expected to do an individual study plan for the course to be able to complete the course within the target time.

Content scheduling

Active period of the course is November 2023 - January 2024. The assignments have deadlines which will be informed in course moodle.

Completion alternatives

There are no alternative ways to complete the course.

Practical training and working life cooperation

The student is encouraged to bring working life and personal experience in all its forms to be shared with others.

Objectives (course unit)

In this course, the participants familiarize themselves with the environmental, economic, and technical elements related to the circular economy (CE) value chains. They understand the role of different stakeholders, decision-making processes, and communication in the development work. The students explore both possibilities and barriers and risks involved in the development of circular economy value chains. Participants innovate value creation related to consumer's role and engagement in CE value chain.

After completing the course, the participants can:
- describe important elements, processes, and stakeholders in the development of CE value chains
- explain the opportunities, barriers, and risks in CE value chain development
- adopt the consumer-centered approach in development
- innovate consumer engagement activities in value creation

Content (course unit)

Basics of materials, design, manufacturing, residue management and valorization as well as logistics, sorting and recycling systems in CE value chain
Stakeholders and decision making
Customer’s role and engagement in CE development

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

The student can name and define elements, processes, and actors of the circular economy value chain. The student recognizes the barriers and risks in the CE value chain development. The student can, with the help of others, solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is limited.

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

The student can explain elements, processes, and actors of the circular economy value chain and compare different value chains. The student understands the barriers and risks in the CE value chain development and can suggest improvements. The student can select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is clear.

Assessment criteria, excellent (5) (course unit)

The student can analyze and generalize elements, processes, and actors of the circular economy value chain and relate to the professional context. The student understands the barriers and risks in the CE value chain development and understands extensive entities and relations between them. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new ones. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student has an active and facilitative role in the innovation process and understanding about customer’s role in the CE value chain.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants build a financial mindset. They recognise the importance of profitable business by adapting the relevant topics and key factors in accounting. The course works as a starting point of financial management skills for those without previous knowledge but also as repetition for students with financial background to widen expertise in the field of finance.

After completing the course, the participants can:
- analyse financial situation of a company (profitability, liquidity, solvency)
- execute financial planning
- apply financial tools at work
- plan and execute actions for turnaround projects

Content (course unit)

Practices and tools for financial planning
Profitability, liquidity and solvency practices and tools
Practices and tools for analysis of the financial situation of a company

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

The student can identify 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 can read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at a basic level. Students can give and receive feedback and take responsibility as an individual learner. The student can act as part of a team under supervision, and he recognizes his level of interaction.

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

The student can 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 the need for profitable business. The student can measure financial performance based on public financial information. Student gives and receives constructive feedback, operates in professional manner by recognizing relevant scope and needs, develops his interaction skills, adding value to the team and takes responsibility

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in a professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences, and opinions. The student can 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.

Location and time

From Oct 10 to Nov 28, 2023.

100 % online, in the case of this autumn 2023 implementation.

Exam schedules

No written exam.

Assessment methods and criteria

Active participation in online classes 40 %.
Performing the assigned exercises and assignments 60 %.

Assessment scale

0-5

Teaching methods

Learning discussions, group work, literature, exercises & assignments.

Learning materials

Partly informed in the first class, partly gathered during the course, as part of the learning process.

Teaching material is mainly electronic, and access to that is assigned on the course Moodle.

Student workload

The maximum workload of a student is set at 135 hours.

Content scheduling

1 Accounting Terms and Concepts ("The Language of Business")
- Financial vs. Management Accounting; Financial Management
- Accrual vs. Cash-Based Accounting
- Cost accounting: Variable and Fixed vs. Direct and Indirect Cost(s)

2 Financial Closing Information (The Income Statement, The Balance Sheet)

3 Budgeting, Reporting and Forecasting

4 Performance Measurement and Evaluation
- Profitability, Liquidity and Solvency
- Financial and Non-Financial Measurement
- Performance Management Frameworks (The Balanced Scorecard; KPI; OKR; LEAN accounting,...)

5 Financial Management
- Cash and Working Capital Management
- Considerations of Digital Finance, Sustainable Finance, The Platform Economy
- Sources of Financing

Completion alternatives

No, there is not.

Practical training and working life cooperation

Business cases for some of the exercises and assignments might be based on the students' own organizations and workplaces.

If necessary, also some other applicable institutions' business development potential can act as a starting point for an exercise, or an assignment.

International connections

The very international student group together with their own organizations and workplaces form a truly international platform for new learning experiences in financial management, naturally including also already existing connections, as well as a chance to create new connections, both locally and internationally.

Further information

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
Tel. +358 40 846 3052
www.tuni.fi

Objectives (course unit)

In this course, the participants explore business design and business model development, ideation and innovation regarding the business and operational opportunities in the field of risk management and circular economy. They learn agile and lean development methodologies, and design thinking to balance with desirability (customer / user perspective; why), feasibility (illustrations, modelling and argumentation to implement; how), and viability (to some extent evaluation of commercial possibilities; how).

After completing the course, the participants can:
- identify and seize service and business opportunities in the field of risk management and circular economy
- use synergy of a cross-expertise team in problem solving and development work
- develop and present innovative, feasible and viable service and business concepts with agile, lean and
design thinking approach and methods
- facilitate a development process in a team

Content (course unit)

Circular economy business models
Agile development methods
Customer understanding and insight
Design thinking process (ideation, testing and validation, conceptualization, business modelling, and sales pitching)

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

The student names and defines service and business opportunities in the field of risk management and circular economy. The student can make routine comparisons between circular economy related business models but the role in further development remains unclear. The student knows the development methods and works in a group but without ability to fully utilize the synergy of the expertise available in the team. The student can give and receive feedback but considers and assesses things from his/her viewpoint.

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

The student can explain and compare service and business opportunities in the field of risk management and circular economy. The student is committed to group activities, can act as an active and responsible team member and utilizes synergy of the cross-expertise in development. The student can apply facilitation methods, make plans, limit problems and solve them. The student can give and receive feedback actively and constructively and considers and assesses things both from own and the team’s viewpoint.

Assessment criteria, excellent (5) (course unit)

The student can analyse and generalise service and business opportunities in the field of risk management and circular economy and relate them into the professional context. The student is committed to group activities and can utilize in fully potential the synergy of the team cross-expertise in development. The student can facilitate the development in a team and uses feedback systematically as a professional growth tool in own work and in the team. The student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.

Location and time

The study unit is implemented as blended learning, as the majority will be run via Zoom sessions. However, the kick-off (at 12 Jan) and the closing event (at 28 Mar) will be live sessions at the TAMK main campus. In-between the start and the ending, we will have joint- and team-based Zoom-sessions, and some free of choice e-coaching sessions online.

Exam schedules

EXAM date informed in the start of the course, can be executed in February-March.

Assessment methods and criteria

Evaluation is based on individual work and teamwork, and will be completed with numeric evaluation. We use coach's evaluation, and self- and peer reflection. Assessment is based on the process and end result of the co-creation process. The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).

Assessment scale

0-5

Teaching methods

The course deals with circular business design. We approach learning with coaching and e-coaching pedagogy. We challenge students also with lean and agile development methodologies and topical tools in business design. The coaching logic and agile approach stem from an analogy and association of a piñata, as in the game. Hitting a piñata highlights three aspects:
1. Being blind-folded is a question of learning and gaining sight and foresight by trial and error and trying again, where the coaches and use of different tools help the students to see through the process and the blindfold.
2. The logic of trial-and-error stresses the importance of failing (when generating ideas and innovating), failing fast / often / early (to fail small), and the courage and willingness to keep on hitting (and re-trying); and this interconnects with the changing operational environment and how to navigate in change with experimentation culture and constant agile iteration of incremental steps and ideas that are constantly validated with the most important stakeholders.
3. All this helps and coaches students to tolerate uncertainty (in the process, work, and life) and empower them with a sense of capability and sense of self-efficacy – with “I can do it” spirit.

Learning methods cover a pre-assignment that includes reading and reflecting; dialogue circles, exercises and tasks by the coaches; facilitated live and online workshops; individual and team work around problem-solving; taking and making contact with potential customers; and the use of service and business design tools in practical case tasks. Also, the study unit includes self and peer-to-peer evaluation and reflection. Coaching pedagogy underlines the importance of four pillars: trust - dialogue - ownership - co-creation.

Learning materials

Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students. The pre-assignment includes a cavalcade of articles etc. related to the topic at hand.
Also, these books are introduced here as recommended readings:
Wijdoogen, C. 2020. 7 Roles to Create Sustainable Success.
Osterwalder, A. 2010. Business Model Generation.
Raworth, K. 2018. Doughnut Economics - 7 Ways to Think Like a 21st-Century Economist.
Kauffmann, B. S. 2011. The Will And Ways of Hope. Psychology Today 26 Dec 2011.

Student workload

5 credits equals 135 h of student's work. The workload is mostly tackled as individual and team work, as five sessions with the coaches cover 16 hours. Pre-assignment to be completed individually before 12 Jan '23 requires approximately 15-20 h, and the business development assignments (with specific deadlines) in teams requires about 100 h (incl. information search).

Content scheduling

The course includes an individual pre-assignment; a reading assignment (from a given list, and a reflective post on a discussion forum in the course Moodle) will be introduced in Moodle in the 15th of December '23, and the deadline is the 11th of Jan '24.
Introductory kick-off session will take place on Fri 12th Jan at 9-14 live at the TAMK main campus. The closing session will be held live at the TAMK campus on Thu 28th Mar at 14-17.

Teams take part in the e-coaching Zoom sessions in January, February and March that support the teams in their work phases. The process is introduced in more detail in Moodle and on the opening session.
During the course, and within the joint sessions, teams tackle circular economy based cases and enhance their understanding and experience in the field of circular economy and business development. Key methods and tools deal with development and business design as well as creative idea generation and problem solving.

All sessions:
- Fri 12 Jan at 9.00-12.15 live at the campus
- Mon 22 Jan at 15-17 all together via Zoom (e.g. commissioner's brief & presentation)
- Wed 7 Feb at 15-16 or 16-17 e-coaching via Zoom (team-specific e-coaching, to be agreed more specifically)
- Mon 19 Feb at 14-17 all together via Zoom (teams work on the project)
- Tue 5 Mar at 14-17 all together via Zoom (teams work on the project)
- Thu 21 Mar at 15-16 or 16-17 e-coaching via Zoom (team-specific e-coaching, to be agreed more specifically)
- Thu 28 Mar at 14.00-17.00 live at the campus

Completion alternatives

EXAM at the TAMK main campus is offered as an alternative means of completion. This is also applied if you are unable to attend the two live sessions 12 Jan '24 and 28 Mar '24.
Recognition of prior learning

Practical training and working life cooperation

The students will work in teams (teams formed from YRIMCE group and DRIMCEL group separately) around a topic given by the teachers, but teams can focus and plan their more detailed viewpoint within the task freely.
The course will host several guest speakers from the business and working life.
This course simulates the working life by using suitable tools and conducting a professional service and business design process.

International connections

Through the contacts of the international student groups YRIMCE and DRIMCEL; international examples and materials

Further information

Notice the pre-assignment that will be introduced in Moodle on Fri 15 Dec, and will have to be completed before 12 Jan opening session, that is, on Thu 11 Jan at latest.

Objectives (course unit)

The course provides its students with a complete big picture of the current financial and management accounting fundamentals. Its main objective is to enable the students to relate both their basic and advanced financial knowledge and skills to their business development actions and projects in practice, and to utilize the studied approaches, methods, and frameworks of the course as part of that, especially in their educational contexts.
After completing the course, the student will be able to

• use the financial and management accounting terminology and information to support decision-making
• read, interpret, and analyze financial closing and statement information, and apply it also in budgeting and forecasting, in an educational context
• solve the values of typical profitability, liquidity, and solvency measures
• perform sensitivity analyses as part of profitability and cash planning
• take into consideration the effects of digital transformation and sustainability in business planning
• tentatively apply a strategic performance measurement and evaluation framework in an example educational context
• communicate financial information and analysis work outcomes efficiently.

Content (course unit)

• Accounting and decision-making: the role of financial management
• Financial and management accounting: definitions, terms, and concepts
• Financial closing, fundamentals of the income statement and the balance sheet
• Profitability, liquidity, and solvency measures, in an educational context
• Financial planning and control, annual budgeting, forecasting
• Sensitivity (i.e., “what-if”) analysis, e.g., ROI DuPont
• Cash and working capital management, e.g., The Cash Conversion Cycle
• Considerations of digital and sustainable finance
• The students’ applications of theory to practice, in the educational cases of theirs.

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

The students can explain the role of accounting in businesses understandably and identify and name most of the core concepts in the fields of financial and management accounting. The students can read and communicate basic-level financial accounting information. They can solve the values of basic accounting measures quite reliably and apply some of the more advanced frameworks and methods acceptably. They recognise the potential benefits of modern forecasting and analysis tools and methods, and are partly able to test them, e.g., in the context of assignments. They perform the main course assignment acceptably. The students give and receive feedback, take responsibility as an individual and as part of a team under supervision. They recognise and can analyse their own level of interaction.

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

The students can define the key financial and management accounting terms and concepts. They can identify needs for applicable accounting methods. They can utilise the financial statement and related performance measurement information, with the help of also the recognition of connections between the financial statements. They can solve the values of accounting measures correctly and prepare company-level main budgets and forecasts relevantly. They can apply even the most advanced forecasting and analysis tools and methods mainly correctly, e.g., in the context of assignments. They know strong commitment and contribution to the main course assignment. The students give and receive constructive feedback, act professionally, recognise relevant business development needs, and can further develop their interaction skills, adding value to the team.

Assessment criteria, excellent (5) (course unit)

The students master the key financial and management accounting terms and concepts. They can identify needs for accounting methods and make initiatives to apply them. They can analyse and utilise the financial statement and related performance measurement information skillfully, also considering the connections between the financial statements. They can solve the values of numerous accounting measures correctly and prepare company-level main budgets and forecasts case-specifically. They can apply even the most advanced forecasting and analysis tools and methods very skillfully, even in demanding contexts. They show excellent commitment and contribution to all the course assignments. The students give and receive constructive feedback, act professionally and creatively, recognise relevant business development needs, and can further develop their strong interaction skills, adding remarkable value to the team.

Location and time

From Aug 15 to October 13, 2023.

100 % online, in the case of this autumn 2023 implementation.

Exam schedules

No written exam.

Assessment methods and criteria

Active participation in online classes, tasks and exercises 50 %.
Assignment 50 %.

Assessment scale

0-5

Teaching methods

Learning discussions, group work, literature, exercises, assignment.

Learning materials

Partly informed in the first class, partly gathered during the course, as part of the learning process.

Teaching material is mainly located in the course Moodle.

Student workload

The students' maximum workload is defined as 135 hours.

Content scheduling

1 Accounting Terms and Concepts ("The Language of Business")
- Financial vs. Management Accounting; Financial Management
- Accrual vs. Cash-Based Accounting
- Financial Closing Information (The Income Statement, The Balance Sheet)
- Budgeting, Reporting and Forecasting
- Cost accounting: Variable and Fixed vs. Direct and Indirect Cost(s)

2 Performance Measurement and Evaluation
- Profitability, Liquidity and Solvency
- Financial and Non-Financial Measurement
- Performance Management Frameworks (The Balanced Scorecard; KPI; OKR; LEAN accounting,...)

3 Financial Management
- Cash and Working Capital Management
- Considerations of Digital Finance, Sustainable Finance, The Platform Economy
- Sources of Financing

4 Assignment
- Choice of the target organization, research problem & financial objective(s)
- Data collection and analysis for business development
- Reporting and sharing the outcomes to the class
- Weight in the overall course evaluation: 50 %.

Completion alternatives

No, there is not.

Practical training and working life cooperation

Business cases for the assignments are based on the students' own organizations and workplaces.

If necessary, also some other applicable institutions' business development interests and needs can act as a starting point for an assignment.

International connections

Both the extremely international student group and their own organizations and workplaces form a truly international platform for new learning experiences in financial management, naturally including also already existing connections, as well as a chance to create new connections locally and internationally.

Further information

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
Tel. +358 40 846 3052
www.tuni.fi

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

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.

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

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.

Assessment criteria, excellent (5) (course unit)

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 . 

Location and time

-04.09.2023 16.30 - 19.30, B5-31
-12.10.2023 16.30 - 19.30, B5-31
-13.10.2023 12.30 - 16.30, B5-31
-08.12.2023 08.30 - 11.30, B5-31

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

Completion alternatives

N/A

Practical training and working life cooperation

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

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

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.

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

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.

Assessment criteria, excellent (5) (course unit)

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 . 

Location and time

-21.09.2023 16.30 - 19.30, B5-31
-26.10.2023 16.30 - 19.30, C4-0b
-27.10.2023 12.30 - 16.30, C4-0b
-15.12.2023 08.30 - 11.30, B5-31

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

Completion alternatives

N/A

Practical training and working life cooperation

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

Objectives (course unit)

Student
- is able to communicate about the given topic
- is able search information about a given topic
- is able to critically review different sources of information
- is able to prepare comprehensive and high quality power point presentation as an outcome
- is able to reflect the process in learning diary

Content (course unit)

Content
- introduction of the topic
- literature search
- preparing of outcome document
- learning diary

Assessment scale

0-5

Objectives (course unit)

This course includes studies supporting learning in RiMCE programme.

Content (course unit)

- study visits
- language studies
- group tutorials
- introduction to a specific topic

Assessment scale

0-5

Objectives (course unit)

In this course, participants create mutual understanding on how the circular economy (CE) and risk management are interconnected. They explore the relation of both CE and risk management to sustainable development and the to need for systemic change. Participants will explore the transition from linear to circular economy, by using current concepts, solutions, and ecosystems created to promote the CE. As an important part of the course, the participants will familiarize themselves with risk management and how to identify, assess, and prioritize risks in different contexts. Participants learn how to search CE and risk management related literature from various sources and learn how to analyse and assess the reliability of different information sources. The assignments aim to support the use of versatile information sources and analysis of the materials from different viewpoints.

After completing the course, the participants can:
- Utilize various sources to find research-based information
- Explain current research-based knowledge of CE
- Analyze current concepts, solutions, and ecosystems of CE
- Describe risk management tools and processes
- Interpret connections between CE and risk management
- Suggest improvements for current CE concepts, solutions, and ecosystems

Content (course unit)

Information sources and searches
Current knowledge of CE
CE concepts, solutions, and ecosystems
Terminology of risk management
Risk management methods and tools
Implementation of risk management processes

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

The student can perform routine searches to find research-based information. The student can recognize and define phenomena and basic concepts of circular economy. The student knows the terminology, methods, and basic tools of risk management. The student can, with the help of others, manage to solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to create mutual understanding about interconnection of CE and risk management remains unclear and limited.

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

The student can perform searches of research-based information from various sources and explain and compare results in a logical way and can assess the reliability of the sources. The student can structure relations between field-related phenomena and the existing CE knowledge and concepts. Student can explain the terminology, methods, and tools of risk management and apply the knowledge. The student can apply research-based information to assigned tasks and select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. The student can cooperate responsibly and is committed to creating mutual understanding about interconnections between CE and risk management.

Assessment criteria, excellent (5) (course unit)

The student can find research-based information from various sources and analyze and generalize and conceptualize the information. The student can relate the information to the professional context and is able to discuss the contents in an objective way. The student understands the terminology, methods, and tools for risk management and how to apply them professionally. The student can apply research-based information to assigned tasks in a versatile way and is able to select the most appropriate courses of actions from diverse options and justify his/her choice and try new courses of action. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction to create mutual understanding about interconnections between CE and risk management.

Location and time

Meetings during the intensive week:
5.9.: 9-17 (at Campus)
6.9.: 9-16 (at Hiedanranta)
7.9.: 9-17 (at Campus)
8.9.: 9-12 (at Campus)

Online-meetings:
12.9.: 17-19
19.9.: 17-19
26.9.: 17-19
3.10.: 17-19

The course will be completed by 27.10.2023.

Students agree together the time and platform of group meetings. The student chooses place and time for personal distant learning. Every task and assignment have a deadline which must be respected (further details in course moodle) and participate actively during the course to get the best results and learning experience.

Exam schedules

There are no exams during this course, the assessment is based on individual and group assignments.

Assessment methods and criteria

All assignments must be completed and approved upon the given schedule. Group based feedback will be collected by completion of the course.

Assessment scale

0-5

Teaching methods

Lecturing, demonstrations, online-learning, group work, individual assignments and tasks.

Learning materials

All learning materials are distributed via the course moodle. The student is strongly recommended to find complementary learning material and share it with the others.

Student workload

The student is expected to do an individual study plan for the course to be able to complete the course within the target time. Participation in meetings (intensive week and online meetings), emphasis is on group work and self-study.

One ECTS credit is estimated to be approximately 27 hours of student's work.

Content scheduling

The course starts in the first intensive week and will be completed in 27th of October. Active period of the course is September - October 2023. The assignments have deadlines which will be informed in course moodle.

Completion alternatives

There are no alternative ways to complete the course.

Practical training and working life cooperation

Real working life examples, in addition to cases the students present. The student is encouraged to bring working life and personal experience in all its forms to be shared with others.

International connections

Global and international examples and cases.

Objectives (course unit)

In this course, the participants explore leadership practices and intercultural communication skills in situations where the goal is to make a change - either big or small. They understand the challenges and opportunities when working in multicultural environment and learn about crisis management. The participants will understand various challenges in pursuing sustainability. They will gain an overview of how to understand, govern and lead complex change processes and understand factors that are leading transformation processes in society. The participants will also identify competences needed in sustainability leadership and evaluate their competences as a leader in a circular economy project.

After completing the course, participants can:
- describe leadership practices needed when engaging others
- explain the importance of intercultural communication
- apply leadership and communication skills in crises management
- analyse success elements and fails of sustainability project
- reflect own strengths and development goals as a leader

Content (course unit)

Leadership practices and competences
Change management
Intercultural communication
Management of crises situations
Self-assessment of leadership competence

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

The student recognizes and defines leadership practices and intercultural communication skills when engaging others. The student can name the essential elements of intercultural communication and leadership in crisis management. The student can work in a group, takes responsibility of her/his own work, and manages the assigned tasks with routine performance. The student can give and receive feedback but considers and assesses things from his/her viewpoint.

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

The student can explain and compare leadership practices and intercultural communication skills when engaging others. The student can apply intercultural communication and leadership skills in sustainability and crisis management. The student takes responsibility and commits to the group activities in addition to his/her own work and considers and assesses things both from his/her and the close community's viewpoint. The student can give and receive feedback actively and constructively.

Assessment criteria, excellent (5) (course unit)

The student can relate leadership practices and intercultural communication skills to the professional context. The student can apply intercultural communication and leadership skills in sustainability and crisis management and assess diverse solution alternatives. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction. The student uses feedback systematically as a professional growth tool and assesses himself/herself and task.

Location and time

Campus and online (ZOOM)
Join Zoom Meeting
https://tuni.zoom.us/j/7630316699

Meeting ID: 763 031 6699

Assessment methods and criteria

Part one: Students complete the online course for 2 credits.
Part two: Students complete a joint project, a case study for 3 credits.
Evaluation is based on participation in both writing and oral discussions, and completing the final report in a group.

Assessment scale

0-5

Teaching methods

Introductory lecture to the course, self-study of related materials, forum discussions of the topics learned, video conference to dialogue and share ideas on the topics learned, and case study.

Learning materials

Materials would provided for the first part of the course, whilst students select materials for their case-study.

Student workload

Group discussions both orals and written, research on the case-study chosen, and writing of a final report.

Objectives (course unit)

In this course, the participants assess and analyze the global megatrends and how they affect decision making in circular economy actions. They understand the need for using information from different sources. The participants explore future foresight theories and terminology and learn to anticipate the changes in their own operational environment.

After completing the course, the participants can
- explain important megatrends in relation to circular economy
- use the terminology and methods of futures research of their own field
- apply often contradictory information on the effects of megatrends
- anticipate the changes in their own operational environment
- utilize the futures research materials in their own field of studies

Content (course unit)

Megatrends and weak signals
Future scenarios
Future foresight theories and methods
Participatory methods

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

The student can name important megatrends in relation to circular economy and define the terminology and methods of futures research of their own field. The student recognizes contradictory information on the effects of megatrends. The student can anticipate the changes in own operational environment and utilize the futures research materials in their own field of studies by routine performance. The student can give and receive feedback but considers and assesses things from his/her viewpoint. The student can work in a group and take responsibility of own work and recognise important courses of action in the field.

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

The student can explain important megatrends in relation to circular economy and apply the terminology and methods of futures research of their own field. The student can compare contradictory information on the effects of megatrends and structure relations between field-related phenomena and concepts. The student can anticipate the changes in own operational environment and utilize the futures research materials in their own field of studies by selecting the most appropriate course of action and justify his/her choice. The student can give and receive feedback actively and constructively. The student takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student understands extensive entities and relations between megatrends and circular economy. The student can generalise and relate the terminology and methods of futures research of their own field to professional context. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action to utilize the futures research materials in their own field of studies. The student uses feedback systematically as a professional growth tool in his/her own work and the community. The student works responsibly and in a committed manner considering the community and field requirements and need.

Assessment scale

0-5

Objectives (course unit)

2. Implementing the Thesis (after gate 4), 20 cr
Goals and contents

- keeping up with and advancing the development of their field, applying the knowledge, theories, central terms, methods, and principles of their field critically in their own thesis
- being able to apply the suitable research approach in their thesis
- being able to implement the thesis according to plan, while taking advantage of the guidance offered.

Content (course unit)

Implementation parts depend on the degree programme
- implementing empirical and/or theoretical part and writing the report
- methodological studies
- data privacy statement
- participation in thesis seminars and guidance events and peer evaluation

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

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

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

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment scale

0-5

Objectives (course unit)

After completing this course, the participants are familiar with demanding risk management cases with high impact on local/global society. They are able to analyse and assess demanding risk management cases. They are also able to justify their decisions and solutions in professional context.

Content (course unit)

Analysing risk management cases. Sharing acquired knowledge and experience and learning from it.

Assessment scale

0-5

Objectives (course unit)

The overarching learning goal is being able to mitigate and solve sustainability problems. Learning takes place in a variety of ways: by self-study but also by learning from peers.

Key competences developed on the course:

1. Creativity competence: Having completed the course, the student is able to combine knowledge from different fields to come up with novel solutions to sustainability problems. Student is familiar with different creative problem-solving tools.

2. Initiative competence: This project course is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.

3. Systems thinking competence: Having completed the course, the student is able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project. Student can describe given sustainability challenges from multiple perspectives. Students have improved their critical thinking.

4. Strategic competence: Having completed the course, the student is able to create transition and intervention strategies to enact change. Student understands the basic principles of project management and can plan and lead a project from beginning to end. Student feels comfortable using different project management tools and understands the basics of working with companies and other stakeholders. Student is able to reflect on, and deal with, possible risks. Student is able to manage expectations and anticipated results of projects.

5. Interpersonal competence: After the course, the student has developed his/her communicative and collaborative skills. Student is able to organize and manage working in a multi-disciplinary team of individuals. Student understands the basics of projects’ internal and external communications. Student can apply collaborative working methods in his/her work.

Content (course unit)

Solutions.now is a project course where students can take their expertise in sustainability and climate change into action by offering solutions for real-life challenges presented by companies or other employers/organisations. Students from several universities work together with their project in multidisciplinary groups in connection with the company. The course offers possibilities for students and as well for the companies to make a difference by inventing new, more sustainable solutions. Also for a teacher it is exciting to be involved as a mentor in this process and to be able to follow and support the projects.

Prerequisites (course unit)

Pre-requisities: Climate.now, Sustainable.now, Circular.now or similar knowledge

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

1.Creativity competence:
Not really able to combine knowledge from different fields to come up with novel solutions to sustainability problems.
Poorly familiar with different creative problem-solving tools.
2. Initiative competence:
Not really able to work towards goals and to take responsibility of own work and learning.
3. Systems thinking competence:
Not really able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
Not really able to describe given sustainability challenges from multiple perspectives.
No so good in critical thinking.
4. Strategic competence:
Not able to create transition and intervention strategies to enact change.
Does not really understands the basic principles of project management and cannot plan and lead a project from beginning to end.
Student feels uncomfortable using different project management tools and does not understand the basics of working with companies and other stakeholders.
Student is not able to reflect on, and deal with, possible risks.
Student is not able to manage expectations and anticipated results of projects.
5. Interpersonal competence:
Poor communicative and collaborative skills.
Student is not so able to organize and manage working in a multi-disciplinary team of individuals.
Student does not really understand the basics of projects’ internal and external communications.
Student cannot really apply collaborative working methods in his/her work.

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

1.Creativity competence:
Able to combine knowledge from different fields to come up with novel solutions to sustainability problems.
Familiar with different creative problem-solving tools.
2. Initiative competence:
Able to work towards goals and to take responsibility of own work and learning.
3. Systems thinking competence:
Able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
Able to describe given sustainability challenges from multiple perspectives.
Good in critical thinking.
4. Strategic competence:
Able to create transition and intervention strategies to enact change.
Does understands the basic principles of project management and can plan and lead a project from beginning to end.
Student feels comfortable using different project management tools and does understand the basics of working with companies and other stakeholders.
Student is able to reflect on, and deal with, possible risks.
Student is able to manage expectations and anticipated results of projects.
5. Interpersonal competence:
Good communicative and collaborative skills.
Student is able to organize and manage working in a multi-disciplinary team of individuals.
Student does understand the basics of projects’ internal and external communications.
Student can apply collaborative working methods in his/her work.

Assessment criteria, excellent (5) (course unit)

1.Creativity competence:
Able to combine really well knowledge from different fields to come up with novel solutions to sustainability problems.
Very familiar with different creative problem-solving tools and is able to use them well.
2. Initiative competence:
Excellent in working towards goals and taking responsibility of own work and learning.
3. Systems thinking competence:
Able to understand very well the structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
Able to solve given sustainability challenges from multiple perspectives.
Excellent in critical thinking.
4. Strategic competence:
Very good in creating transition and intervention strategies to enact change.
Does understands the principles of project management very well and can plan and lead a project from beginning to end.
Student feels very comfortable using different project management tools and does understand the basics of working with companies and other stakeholders.
Student is very capable to reflect on, and deal with, possible risks.
Student is very capable to manage expectations and anticipated results of projects.
5. Interpersonal competence:
Very good communicative and collaborative skills.
Student is very capable to organize and manage working in a multi-disciplinary team of individuals.
Student is very good in projects’ internal and external communications.
Student can very well apply collaborative working methods in his/her work.

Location and time

Solutions.now is an e-course (online study course). Course starts on 19.3.2024. The course lasts for 9 weeks so it finalized by 14.5.2024.

Exam schedules

No exam.
As this is an online course based on tasks:
- You don't have the possibility to raise your final grade or a grade for an individual task.

Assessment methods and criteria

Assessment basis
Self and peer assessment 30%
Teacher assessment 40%
Client assessment 30%

Assessment scale

0-5

Teaching methods

STUDY METHODS: Students from four UASs work in multi-disciplinary teams, each team dedicated to one sustainability project. They get to experience how it feels like to use their knowledge to make a positive impact on the world. Additionally, there are articles to read, videos to watch etc. online. There will be online meetings with the teachers during the study weeks as well as online meetings with the team.

TEACHNING METHODS: Innovation pedagogy. This means that the learning takes place in a variety of ways: by self-study but also by learning from peers. This is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.

Learning materials

Available at Digicampus platform

Student workload

Informed on the Digicampus platform.

The course is of 5 ECTS so the workload is 135 hours all together.

There will be online lectures and course work on some selected Tuesday evenings during that 9 week period (15 hours).
Other work (120 hours) on the course will also be online but you can do those in your own time and also in groups regarding the assignment.

Content scheduling

SPRING 2024 CALENDAR

Dates, Online sessions
19.3. klo 17-20 kick-off and introduction of challenges
2.4. klo 17-20 workshop with companies
16.4. klo 17-20 mentoring and working as a team
7.5. klo 17-20 mentoring and working as a team
14.5. klo 17-20 final seminar

Completion alternatives

None

Objectives (course unit)

In this course, the participants assess and analyze the global megatrends and how they affect decision making in circular economy actions. They understand the need for using information from different sources. The participants explore future foresight theories and terminology and learn to anticipate the changes in their own operational environment.

After completing the course, the participants can
- explain important megatrends in relation to circular economy
- use the terminology and methods of futures research of their own field
- apply often contradictory information on the effects of megatrends
- anticipate the changes in their own operational environment
- utilize the futures research materials in their own field of studies

Content (course unit)

Megatrends and weak signals
Future scenarios
Future foresight theories and methods
Participatory methods

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

The student can name important megatrends in relation to circular economy and define the terminology and methods of futures research of their own field. The student recognizes contradictory information on the effects of megatrends. The student can anticipate the changes in own operational environment and utilize the futures research materials in their own field of studies by routine performance. The student can give and receive feedback but considers and assesses things from his/her viewpoint. The student can work in a group and take responsibility of own work and recognise important courses of action in the field.

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

The student can explain important megatrends in relation to circular economy and apply the terminology and methods of futures research of their own field. The student can compare contradictory information on the effects of megatrends and structure relations between field-related phenomena and concepts. The student can anticipate the changes in own operational environment and utilize the futures research materials in their own field of studies by selecting the most appropriate course of action and justify his/her choice. The student can give and receive feedback actively and constructively. The student takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student understands extensive entities and relations between megatrends and circular economy. The student can generalise and relate the terminology and methods of futures research of their own field to professional context. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action to utilize the futures research materials in their own field of studies. The student uses feedback systematically as a professional growth tool in his/her own work and the community. The student works responsibly and in a committed manner considering the community and field requirements and need.

Assessment scale

0-5

Objectives (course unit)

The overarching learning goal is being able to mitigate and solve sustainability problems. Learning takes place in a variety of ways: by self-study but also by learning from peers.

Key competences developed on the course:

1. Creativity competence: Having completed the course, the student is able to combine knowledge from different fields to come up with novel solutions to sustainability problems. Student is familiar with different creative problem-solving tools.

2. Initiative competence: This project course is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.

3. Systems thinking competence: Having completed the course, the student is able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project. Student can describe given sustainability challenges from multiple perspectives. Students have improved their critical thinking.

4. Strategic competence: Having completed the course, the student is able to create transition and intervention strategies to enact change. Student understands the basic principles of project management and can plan and lead a project from beginning to end. Student feels comfortable using different project management tools and understands the basics of working with companies and other stakeholders. Student is able to reflect on, and deal with, possible risks. Student is able to manage expectations and anticipated results of projects.

5. Interpersonal competence: After the course, the student has developed his/her communicative and collaborative skills. Student is able to organize and manage working in a multi-disciplinary team of individuals. Student understands the basics of projects’ internal and external communications. Student can apply collaborative working methods in his/her work.

Content (course unit)

Solutions.now is a project course where students can take their expertise in sustainability and climate change into action by offering solutions for real-life challenges presented by companies or other employers/organisations. Students from several universities work together with their project in multidisciplinary groups in connection with the company. The course offers possibilities for students and as well for the companies to make a difference by inventing new, more sustainable solutions. Also for a teacher it is exciting to be involved as a mentor in this process and to be able to follow and support the projects.

Prerequisites (course unit)

Pre-requisities: Climate.now, Sustainable.now, Circular.now or similar knowledge

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

1.Creativity competence:
Not really able to combine knowledge from different fields to come up with novel solutions to sustainability problems.
Poorly familiar with different creative problem-solving tools.
2. Initiative competence:
Not really able to work towards goals and to take responsibility of own work and learning.
3. Systems thinking competence:
Not really able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
Not really able to describe given sustainability challenges from multiple perspectives.
No so good in critical thinking.
4. Strategic competence:
Not able to create transition and intervention strategies to enact change.
Does not really understands the basic principles of project management and cannot plan and lead a project from beginning to end.
Student feels uncomfortable using different project management tools and does not understand the basics of working with companies and other stakeholders.
Student is not able to reflect on, and deal with, possible risks.
Student is not able to manage expectations and anticipated results of projects.
5. Interpersonal competence:
Poor communicative and collaborative skills.
Student is not so able to organize and manage working in a multi-disciplinary team of individuals.
Student does not really understand the basics of projects’ internal and external communications.
Student cannot really apply collaborative working methods in his/her work.

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

1.Creativity competence:
Able to combine knowledge from different fields to come up with novel solutions to sustainability problems.
Familiar with different creative problem-solving tools.
2. Initiative competence:
Able to work towards goals and to take responsibility of own work and learning.
3. Systems thinking competence:
Able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
Able to describe given sustainability challenges from multiple perspectives.
Good in critical thinking.
4. Strategic competence:
Able to create transition and intervention strategies to enact change.
Does understands the basic principles of project management and can plan and lead a project from beginning to end.
Student feels comfortable using different project management tools and does understand the basics of working with companies and other stakeholders.
Student is able to reflect on, and deal with, possible risks.
Student is able to manage expectations and anticipated results of projects.
5. Interpersonal competence:
Good communicative and collaborative skills.
Student is able to organize and manage working in a multi-disciplinary team of individuals.
Student does understand the basics of projects’ internal and external communications.
Student can apply collaborative working methods in his/her work.

Assessment criteria, excellent (5) (course unit)

1.Creativity competence:
Able to combine really well knowledge from different fields to come up with novel solutions to sustainability problems.
Very familiar with different creative problem-solving tools and is able to use them well.
2. Initiative competence:
Excellent in working towards goals and taking responsibility of own work and learning.
3. Systems thinking competence:
Able to understand very well the structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
Able to solve given sustainability challenges from multiple perspectives.
Excellent in critical thinking.
4. Strategic competence:
Very good in creating transition and intervention strategies to enact change.
Does understands the principles of project management very well and can plan and lead a project from beginning to end.
Student feels very comfortable using different project management tools and does understand the basics of working with companies and other stakeholders.
Student is very capable to reflect on, and deal with, possible risks.
Student is very capable to manage expectations and anticipated results of projects.
5. Interpersonal competence:
Very good communicative and collaborative skills.
Student is very capable to organize and manage working in a multi-disciplinary team of individuals.
Student is very good in projects’ internal and external communications.
Student can very well apply collaborative working methods in his/her work.

Location and time

Solutions.now is an e-course (online study course). Course starts on 19.3.2024. The course lasts for 9 weeks so it finalized by 14.5.2024.

Exam schedules

No exam.
As this is an online course based on tasks:
- You don't have the possibility to raise your final grade or a grade for an individual task.

Assessment methods and criteria

Assessment basis
Self and peer assessment 30%
Teacher assessment 40%
Client assessment 30%

Assessment scale

0-5

Teaching methods

STUDY METHODS: Students from four UASs work in multi-disciplinary teams, each team dedicated to one sustainability project. They get to experience how it feels like to use their knowledge to make a positive impact on the world. Additionally, there are articles to read, videos to watch etc. online. There will be online meetings with the teachers during the study weeks as well as online meetings with the team.

TEACHNING METHODS: Innovation pedagogy. This means that the learning takes place in a variety of ways: by self-study but also by learning from peers. This is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.

Learning materials

Available at Digicampus platform

Student workload

Informed on the Digicampus platform.

The course is of 5 ECTS so the workload is 135 hours all together.

There will be online lectures and course work on some selected Tuesday evenings during that 9 week period (15 hours).
Other work (120 hours) on the course will also be online but you can do those in your own time and also in groups regarding the assignment.

Content scheduling

SPRING 2024 CALENDAR

Dates, Online sessions
19.3. klo 17-20 kick-off and introduction of challenges
2.4. klo 17-20 workshop with companies
16.4. klo 17-20 mentoring and working as a team
7.5. klo 17-20 mentoring and working as a team
14.5. klo 17-20 final seminar

Completion alternatives

None

Objectives (course unit)

In this course, the participants explore business design and business model development, ideation and innovation regarding the business and operational opportunities in the field of risk management and circular economy. They learn agile and lean development methodologies, and design thinking to balance with desirability (customer / user perspective; why), feasibility (illustrations, modelling and argumentation to implement; how), and viability (to some extent evaluation of commercial possibilities; how).

After completing the course, the participants can:
- identify and seize service and business opportunities in the field of risk management and circular economy
- use synergy of a cross-expertise team in problem solving and development work
- develop and present innovative, feasible and viable service and business concepts with agile, lean and
design thinking approach and methods
- facilitate a development process in a team

Content (course unit)

Circular economy business models
Agile development methods
Customer understanding and insight
Design thinking process (ideation, testing and validation, conceptualization, business modelling, and sales pitching)

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

The student names and defines service and business opportunities in the field of risk management and circular economy. The student can make routine comparisons between circular economy related business models but the role in further development remains unclear. The student knows the development methods and works in a group but without ability to fully utilize the synergy of the expertise available in the team. The student can give and receive feedback but considers and assesses things from his/her viewpoint.

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

The student can explain and compare service and business opportunities in the field of risk management and circular economy. The student is committed to group activities, can act as an active and responsible team member and utilizes synergy of the cross-expertise in development. The student can apply facilitation methods, make plans, limit problems and solve them. The student can give and receive feedback actively and constructively and considers and assesses things both from own and the team’s viewpoint.

Assessment criteria, excellent (5) (course unit)

The student can analyse and generalise service and business opportunities in the field of risk management and circular economy and relate them into the professional context. The student is committed to group activities and can utilize in fully potential the synergy of the team cross-expertise in development. The student can facilitate the development in a team and uses feedback systematically as a professional growth tool in own work and in the team. The student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.

Location and time

The study unit is implemented as blended learning, as the majority will be run via Zoom sessions. However, the kick-off (at 12 Jan) and the closing event (at 28 Mar) will be live sessions at the TAMK main campus. In-between the start and the ending, we will have joint- and team-based Zoom-sessions, and some free of choice e-coaching sessions online.

Exam schedules

EXAM date informed in the start of the course, can be executed in February-March.

Assessment methods and criteria

Evaluation is based on individual work and teamwork, and will be completed with numeric evaluation. We use coach's evaluation, and self- and peer reflection. Assessment is based on the process and end result of the co-creation process. The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).

Assessment scale

0-5

Teaching methods

The course deals with circular business design. We approach learning with coaching and e-coaching pedagogy. We challenge students also with lean and agile development methodologies and topical tools in business design. The coaching logic and agile approach stem from an analogy and association of a piñata, as in the game. Hitting a piñata highlights three aspects:
1. Being blind-folded is a question of learning and gaining sight and foresight by trial and error and trying again, where the coaches and use of different tools help the students to see through the process and the blindfold.
2. The logic of trial-and-error stresses the importance of failing (when generating ideas and innovating), failing fast / often / early (to fail small), and the courage and willingness to keep on hitting (and re-trying); and this interconnects with the changing operational environment and how to navigate in change with experimentation culture and constant agile iteration of incremental steps and ideas that are constantly validated with the most important stakeholders.
3. All this helps and coaches students to tolerate uncertainty (in the process, work, and life) and empower them with a sense of capability and sense of self-efficacy – with “I can do it” spirit.

Learning methods cover a pre-assignment that includes reading and reflecting; dialogue circles, exercises and tasks by the coaches; facilitated live and online workshops; individual and team work around problem-solving; taking and making contact with potential customers; and the use of service and business design tools in practical case tasks. Also, the study unit includes self and peer-to-peer evaluation and reflection. Coaching pedagogy underlines the importance of four pillars: trust - dialogue - ownership - co-creation.

Learning materials

Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students. The pre-assignment includes a cavalcade of articles etc. related to the topic at hand.
Also, these books are introduced here as recommended readings:
Wijdoogen, C. 2020. 7 Roles to Create Sustainable Success.
Osterwalder, A. 2010. Business Model Generation.
Raworth, K. 2018. Doughnut Economics - 7 Ways to Think Like a 21st-Century Economist.
Kauffmann, B. S. 2011. The Will And Ways of Hope. Psychology Today 26 Dec 2011.

Student workload

5 credits equals 135 h of student's work. The workload is mostly tackled as individual and team work, as five sessions with the coaches cover 16 hours. Pre-assignment to be completed individually before 12 Jan '23 requires approximately 15-20 h, and the business development assignments (with specific deadlines) in teams requires about 100 h (incl. information search).

Content scheduling

The course includes an individual pre-assignment; a reading assignment (from a given list, and a reflective post on a discussion forum in the course Moodle) will be introduced in Moodle in the 15th of December '23, and the deadline is the 11th of Jan '24.
Introductory kick-off session will take place on Fri 12th Jan at 9-14 live at the TAMK main campus. The closing session will be held live at the TAMK campus on Thu 28th Mar at 14-17.

Teams take part in the e-coaching Zoom sessions in January, February and March that support the teams in their work phases. The process is introduced in more detail in Moodle and on the opening session.
During the course, and within the joint sessions, teams tackle circular economy based cases and enhance their understanding and experience in the field of circular economy and business development. Key methods and tools deal with development and business design as well as creative idea generation and problem solving.

All sessions:
- Fri 12 Jan at 9.00-12.15 live at the campus
- Mon 22 Jan at 15-17 all together via Zoom (e.g. commissioner's brief & presentation)
- Wed 7 Feb at 15-16 or 16-17 e-coaching via Zoom (team-specific e-coaching, to be agreed more specifically)
- Mon 19 Feb at 14-17 all together via Zoom (teams work on the project)
- Tue 5 Mar at 14-17 all together via Zoom (teams work on the project)
- Thu 21 Mar at 15-16 or 16-17 e-coaching via Zoom (team-specific e-coaching, to be agreed more specifically)
- Thu 28 Mar at 14.00-17.00 live at the campus

Completion alternatives

EXAM at the TAMK main campus is offered as an alternative means of completion. This is also applied if you are unable to attend the two live sessions 12 Jan '24 and 28 Mar '24.
Recognition of prior learning

Practical training and working life cooperation

The students will work in teams (teams formed from YRIMCE group and DRIMCEL group separately) around a topic given by the teachers, but teams can focus and plan their more detailed viewpoint within the task freely.
The course will host several guest speakers from the business and working life.
This course simulates the working life by using suitable tools and conducting a professional service and business design process.

International connections

Through the contacts of the international student groups YRIMCE and DRIMCEL; international examples and materials

Further information

Notice the pre-assignment that will be introduced in Moodle on Fri 15 Dec, and will have to be completed before 12 Jan opening session, that is, on Thu 11 Jan at latest.

Objectives (course unit)

2. Implementing the Thesis (after gate 4), 20 cr
Goals and contents

- keeping up with and advancing the development of their field, applying the knowledge, theories, central terms, methods, and principles of their field critically in their own thesis
- being able to apply the suitable research approach in their thesis
- being able to implement the thesis according to plan, while taking advantage of the guidance offered.

Content (course unit)

Implementation parts depend on the degree programme
- implementing empirical and/or theoretical part and writing the report
- methodological studies
- data privacy statement
- participation in thesis seminars and guidance events and peer evaluation

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

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

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

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants familiarize themselves with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis. The course will introduce participants to the various research paradigms for the discipline. The module will consider the differences between ‘academic’ and ‘practitioner-based’ research and enquiry and the importance of methodology.

After completing the course, the participants will be able to:

- know concepts, nature, rules and ethics of academic research
- know some of the most common research approaches and methods
- analyse academic texts
- plan the research process effectively
- build a meaningful structure for their thesis
- apply concepts of academic research in their own Master’s thesis
choose and apply suitable research approach and methods

Content (course unit)

Concepts in academic research
Most common research approaches and methods
Structure of academic research
Academic research process
Research plan

Assessment criteria, pass/fail (course unit)

The student understands the overall process of designing a research project from the beginning to the final report. The student can identify ethical issues in research and 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 can articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. The student is familiar with basic data collection and analysis methods and can write a research proposal.

Exam schedules

No exams

Assessment methods and criteria

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.

Assessment scale

Pass/Fail

Teaching methods

Lectures, team working, discussions, individual tasks, seminar

Learning materials

Will be published in Moodle course

Student workload

Studying during 14.1.2024.-30.4.2024, mainly in Moodle
5cr = 135h of student work

Content scheduling

Dead lines of assignements coming here

Completion alternatives

Must be discussed with teacher beforehand

Practical training and working life cooperation

Students are highly recommended to connect the course contents to their current working place

International connections

International student group with international cases

Further information

Participating meetings and discussions in Moodle is highly important!

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

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.

Objectives (course unit)

After completing this course, the participants are familiar with demanding risk management cases with high impact on local/global society. They are able to analyse and assess demanding risk management cases. They are also able to justify their decisions and solutions in professional context.

Content (course unit)

Analysing risk management cases. Sharing acquired knowledge and experience and learning from it.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants familiarize themselves with the environmental, economic, and technical elements related to the circular economy (CE) value chains. They understand the role of different stakeholders, decision-making processes, and communication in the development work. The students explore both possibilities and barriers and risks involved in the development of circular economy value chains. Participants innovate value creation related to consumer's role and engagement in CE value chain.

After completing the course, the participants can:
- describe important elements, processes, and stakeholders in the development of CE value chains
- explain the opportunities, barriers, and risks in CE value chain development
- adopt the consumer-centered approach in development
- innovate consumer engagement activities in value creation

Content (course unit)

Basics of materials, design, manufacturing, residue management and valorization as well as logistics, sorting and recycling systems in CE value chain
Stakeholders and decision making
Customer’s role and engagement in CE development

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

The student can name and define elements, processes, and actors of the circular economy value chain. The student recognizes the barriers and risks in the CE value chain development. The student can, with the help of others, solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is limited.

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

The student can explain elements, processes, and actors of the circular economy value chain and compare different value chains. The student understands the barriers and risks in the CE value chain development and can suggest improvements. The student can select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is clear.

Assessment criteria, excellent (5) (course unit)

The student can analyze and generalize elements, processes, and actors of the circular economy value chain and relate to the professional context. The student understands the barriers and risks in the CE value chain development and understands extensive entities and relations between them. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new ones. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student has an active and facilitative role in the innovation process and understanding about customer’s role in the CE value chain.

Location and time

Participation in intensive weeks and online lectures is mandatory. Students agree together the time and platform of student group meetings. The student chooses place and time for personal distant learning. Every task and assignment have a deadline which must be respected (further details in course moodle) and participate actively during the course to get the best results and learning experience.

Exam schedules

There are no exams during this course, the assessment is based on active participation, individual and group assignments.

Assessment scale

0-5

Teaching methods

Workshops, online meetings and lectures, group and individual assignments

Learning materials

All learning materials are distributed via the course moodle. The student is strongly recommended to find complementary learning material and share it with the others.

Student workload

The student is expected to do an individual study plan for the course to be able to complete the course within the target time.

Content scheduling

Active period of the course is November 2023 - January 2024. The assignments have deadlines which will be informed in course moodle.

Completion alternatives

There are no alternative ways to complete the course.

Practical training and working life cooperation

The student is encouraged to bring working life and personal experience in all its forms to be shared with others.

Objectives (course unit)

In this course, the participants familiarize themselves with the environmental, economic, and technical elements related to the circular economy (CE) value chains. They understand the role of different stakeholders, decision-making processes, and communication in the development work. The students explore both possibilities and barriers and risks involved in the development of circular economy value chains. Participants innovate value creation related to consumer's role and engagement in CE value chain.

After completing the course, the participants can:
- describe important elements, processes, and stakeholders in the development of CE value chains
- explain the opportunities, barriers, and risks in CE value chain development
- adopt the consumer-centered approach in development
- innovate consumer engagement activities in value creation

Content (course unit)

Basics of materials, design, manufacturing, residue management and valorization as well as logistics, sorting and recycling systems in CE value chain
Stakeholders and decision making
Customer’s role and engagement in CE development

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

The student can name and define elements, processes, and actors of the circular economy value chain. The student recognizes the barriers and risks in the CE value chain development. The student can, with the help of others, solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is limited.

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

The student can explain elements, processes, and actors of the circular economy value chain and compare different value chains. The student understands the barriers and risks in the CE value chain development and can suggest improvements. The student can select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is clear.

Assessment criteria, excellent (5) (course unit)

The student can analyze and generalize elements, processes, and actors of the circular economy value chain and relate to the professional context. The student understands the barriers and risks in the CE value chain development and understands extensive entities and relations between them. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new ones. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student has an active and facilitative role in the innovation process and understanding about customer’s role in the CE value chain.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants build a financial mindset. They recognise the importance of profitable business by adapting the relevant topics and key factors in accounting. The course works as a starting point of financial management skills for those without previous knowledge but also as repetition for students with financial background to widen expertise in the field of finance.

After completing the course, the participants can:
- analyse financial situation of a company (profitability, liquidity, solvency)
- execute financial planning
- apply financial tools at work
- plan and execute actions for turnaround projects

Content (course unit)

Practices and tools for financial planning
Profitability, liquidity and solvency practices and tools
Practices and tools for analysis of the financial situation of a company

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

The student can identify 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 can read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at a basic level. Students can give and receive feedback and take responsibility as an individual learner. The student can act as part of a team under supervision, and he recognizes his level of interaction.

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

The student can 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 the need for profitable business. The student can measure financial performance based on public financial information. Student gives and receives constructive feedback, operates in professional manner by recognizing relevant scope and needs, develops his interaction skills, adding value to the team and takes responsibility

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in a professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences, and opinions. The student can 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.

Location and time

From Oct 10 to Nov 28, 2023.

100 % online, in the case of this autumn 2023 implementation.

Exam schedules

No written exam.

Assessment methods and criteria

Active participation in online classes 40 %.
Performing the assigned exercises and assignments 60 %.

Assessment scale

0-5

Teaching methods

Learning discussions, group work, literature, exercises & assignments.

Learning materials

Partly informed in the first class, partly gathered during the course, as part of the learning process.

Teaching material is mainly electronic, and access to that is assigned on the course Moodle.

Student workload

The maximum workload of a student is set at 135 hours.

Content scheduling

1 Accounting Terms and Concepts ("The Language of Business")
- Financial vs. Management Accounting; Financial Management
- Accrual vs. Cash-Based Accounting
- Cost accounting: Variable and Fixed vs. Direct and Indirect Cost(s)

2 Financial Closing Information (The Income Statement, The Balance Sheet)

3 Budgeting, Reporting and Forecasting

4 Performance Measurement and Evaluation
- Profitability, Liquidity and Solvency
- Financial and Non-Financial Measurement
- Performance Management Frameworks (The Balanced Scorecard; KPI; OKR; LEAN accounting,...)

5 Financial Management
- Cash and Working Capital Management
- Considerations of Digital Finance, Sustainable Finance, The Platform Economy
- Sources of Financing

Completion alternatives

No, there is not.

Practical training and working life cooperation

Business cases for some of the exercises and assignments might be based on the students' own organizations and workplaces.

If necessary, also some other applicable institutions' business development potential can act as a starting point for an exercise, or an assignment.

International connections

The very international student group together with their own organizations and workplaces form a truly international platform for new learning experiences in financial management, naturally including also already existing connections, as well as a chance to create new connections, both locally and internationally.

Further information

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
Tel. +358 40 846 3052
www.tuni.fi

Objectives (course unit)

This course includes studies supporting learning in RiMCE programme.

Content (course unit)

- study visits
- language studies
- group tutorials
- introduction to a specific topic

Assessment scale

0-5

Objectives (course unit)

Student
- is able to communicate about the given topic
- is able search information about a given topic
- is able to critically review different sources of information
- is able to prepare comprehensive and high quality power point presentation as an outcome
- is able to reflect the process in learning diary

Content (course unit)

Content
- introduction of the topic
- literature search
- preparing of outcome document
- learning diary

Assessment scale

0-5

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

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.

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

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.

Assessment criteria, excellent (5) (course unit)

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 . 

Location and time

-21.09.2023 16.30 - 19.30, B5-31
-26.10.2023 16.30 - 19.30, C4-0b
-27.10.2023 12.30 - 16.30, C4-0b
-15.12.2023 08.30 - 11.30, B5-31

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

Completion alternatives

N/A

Practical training and working life cooperation

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

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

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.

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

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.

Assessment criteria, excellent (5) (course unit)

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 . 

Location and time

-04.09.2023 16.30 - 19.30, B5-31
-12.10.2023 16.30 - 19.30, B5-31
-13.10.2023 12.30 - 16.30, B5-31
-08.12.2023 08.30 - 11.30, B5-31

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

Completion alternatives

N/A

Practical training and working life cooperation

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

Objectives (course unit)

In this course, the participants explore leadership practices and intercultural communication skills in situations where the goal is to make a change - either big or small. They understand the challenges and opportunities when working in multicultural environment and learn about crisis management. The participants will understand various challenges in pursuing sustainability. They will gain an overview of how to understand, govern and lead complex change processes and understand factors that are leading transformation processes in society. The participants will also identify competences needed in sustainability leadership and evaluate their competences as a leader in a circular economy project.

After completing the course, participants can:
- describe leadership practices needed when engaging others
- explain the importance of intercultural communication
- apply leadership and communication skills in crises management
- analyse success elements and fails of sustainability project
- reflect own strengths and development goals as a leader

Content (course unit)

Leadership practices and competences
Change management
Intercultural communication
Management of crises situations
Self-assessment of leadership competence

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

The student recognizes and defines leadership practices and intercultural communication skills when engaging others. The student can name the essential elements of intercultural communication and leadership in crisis management. The student can work in a group, takes responsibility of her/his own work, and manages the assigned tasks with routine performance. The student can give and receive feedback but considers and assesses things from his/her viewpoint.

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

The student can explain and compare leadership practices and intercultural communication skills when engaging others. The student can apply intercultural communication and leadership skills in sustainability and crisis management. The student takes responsibility and commits to the group activities in addition to his/her own work and considers and assesses things both from his/her and the close community's viewpoint. The student can give and receive feedback actively and constructively.

Assessment criteria, excellent (5) (course unit)

The student can relate leadership practices and intercultural communication skills to the professional context. The student can apply intercultural communication and leadership skills in sustainability and crisis management and assess diverse solution alternatives. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction. The student uses feedback systematically as a professional growth tool and assesses himself/herself and task.

Location and time

Campus and online (ZOOM)
Join Zoom Meeting
https://tuni.zoom.us/j/7630316699

Meeting ID: 763 031 6699

Assessment methods and criteria

Part one: Students complete the online course for 2 credits.
Part two: Students complete a joint project, a case study for 3 credits.
Evaluation is based on participation in both writing and oral discussions, and completing the final report in a group.

Assessment scale

0-5

Teaching methods

Introductory lecture to the course, self-study of related materials, forum discussions of the topics learned, video conference to dialogue and share ideas on the topics learned, and case study.

Learning materials

Materials would provided for the first part of the course, whilst students select materials for their case-study.

Student workload

Group discussions both orals and written, research on the case-study chosen, and writing of a final report.

Objectives (course unit)

In this course, participants create mutual understanding on how the circular economy (CE) and risk management are interconnected. They explore the relation of both CE and risk management to sustainable development and the to need for systemic change. Participants will explore the transition from linear to circular economy, by using current concepts, solutions, and ecosystems created to promote the CE. As an important part of the course, the participants will familiarize themselves with risk management and how to identify, assess, and prioritize risks in different contexts. Participants learn how to search CE and risk management related literature from various sources and learn how to analyse and assess the reliability of different information sources. The assignments aim to support the use of versatile information sources and analysis of the materials from different viewpoints.

After completing the course, the participants can:
- Utilize various sources to find research-based information
- Explain current research-based knowledge of CE
- Analyze current concepts, solutions, and ecosystems of CE
- Describe risk management tools and processes
- Interpret connections between CE and risk management
- Suggest improvements for current CE concepts, solutions, and ecosystems

Content (course unit)

Information sources and searches
Current knowledge of CE
CE concepts, solutions, and ecosystems
Terminology of risk management
Risk management methods and tools
Implementation of risk management processes

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

The student can perform routine searches to find research-based information. The student can recognize and define phenomena and basic concepts of circular economy. The student knows the terminology, methods, and basic tools of risk management. The student can, with the help of others, manage to solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to create mutual understanding about interconnection of CE and risk management remains unclear and limited.

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

The student can perform searches of research-based information from various sources and explain and compare results in a logical way and can assess the reliability of the sources. The student can structure relations between field-related phenomena and the existing CE knowledge and concepts. Student can explain the terminology, methods, and tools of risk management and apply the knowledge. The student can apply research-based information to assigned tasks and select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. The student can cooperate responsibly and is committed to creating mutual understanding about interconnections between CE and risk management.

Assessment criteria, excellent (5) (course unit)

The student can find research-based information from various sources and analyze and generalize and conceptualize the information. The student can relate the information to the professional context and is able to discuss the contents in an objective way. The student understands the terminology, methods, and tools for risk management and how to apply them professionally. The student can apply research-based information to assigned tasks in a versatile way and is able to select the most appropriate courses of actions from diverse options and justify his/her choice and try new courses of action. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction to create mutual understanding about interconnections between CE and risk management.

Location and time

Meetings during the intensive week:
5.9.: 9-17 (at Campus)
6.9.: 9-16 (at Hiedanranta)
7.9.: 9-17 (at Campus)
8.9.: 9-12 (at Campus)

Online-meetings:
12.9.: 17-19
19.9.: 17-19
26.9.: 17-19
3.10.: 17-19

The course will be completed by 27.10.2023.

Students agree together the time and platform of group meetings. The student chooses place and time for personal distant learning. Every task and assignment have a deadline which must be respected (further details in course moodle) and participate actively during the course to get the best results and learning experience.

Exam schedules

There are no exams during this course, the assessment is based on individual and group assignments.

Assessment methods and criteria

All assignments must be completed and approved upon the given schedule. Group based feedback will be collected by completion of the course.

Assessment scale

0-5

Teaching methods

Lecturing, demonstrations, online-learning, group work, individual assignments and tasks.

Learning materials

All learning materials are distributed via the course moodle. The student is strongly recommended to find complementary learning material and share it with the others.

Student workload

The student is expected to do an individual study plan for the course to be able to complete the course within the target time. Participation in meetings (intensive week and online meetings), emphasis is on group work and self-study.

One ECTS credit is estimated to be approximately 27 hours of student's work.

Content scheduling

The course starts in the first intensive week and will be completed in 27th of October. Active period of the course is September - October 2023. The assignments have deadlines which will be informed in course moodle.

Completion alternatives

There are no alternative ways to complete the course.

Practical training and working life cooperation

Real working life examples, in addition to cases the students present. The student is encouraged to bring working life and personal experience in all its forms to be shared with others.

International connections

Global and international examples and cases.

Objectives (course unit)

The course provides its students with a complete big picture of the current financial and management accounting fundamentals. Its main objective is to enable the students to relate both their basic and advanced financial knowledge and skills to their business development actions and projects in practice, and to utilize the studied approaches, methods, and frameworks of the course as part of that, especially in their educational contexts.
After completing the course, the student will be able to

• use the financial and management accounting terminology and information to support decision-making
• read, interpret, and analyze financial closing and statement information, and apply it also in budgeting and forecasting, in an educational context
• solve the values of typical profitability, liquidity, and solvency measures
• perform sensitivity analyses as part of profitability and cash planning
• take into consideration the effects of digital transformation and sustainability in business planning
• tentatively apply a strategic performance measurement and evaluation framework in an example educational context
• communicate financial information and analysis work outcomes efficiently.

Content (course unit)

• Accounting and decision-making: the role of financial management
• Financial and management accounting: definitions, terms, and concepts
• Financial closing, fundamentals of the income statement and the balance sheet
• Profitability, liquidity, and solvency measures, in an educational context
• Financial planning and control, annual budgeting, forecasting
• Sensitivity (i.e., “what-if”) analysis, e.g., ROI DuPont
• Cash and working capital management, e.g., The Cash Conversion Cycle
• Considerations of digital and sustainable finance
• The students’ applications of theory to practice, in the educational cases of theirs.

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

The students can explain the role of accounting in businesses understandably and identify and name most of the core concepts in the fields of financial and management accounting. The students can read and communicate basic-level financial accounting information. They can solve the values of basic accounting measures quite reliably and apply some of the more advanced frameworks and methods acceptably. They recognise the potential benefits of modern forecasting and analysis tools and methods, and are partly able to test them, e.g., in the context of assignments. They perform the main course assignment acceptably. The students give and receive feedback, take responsibility as an individual and as part of a team under supervision. They recognise and can analyse their own level of interaction.

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

The students can define the key financial and management accounting terms and concepts. They can identify needs for applicable accounting methods. They can utilise the financial statement and related performance measurement information, with the help of also the recognition of connections between the financial statements. They can solve the values of accounting measures correctly and prepare company-level main budgets and forecasts relevantly. They can apply even the most advanced forecasting and analysis tools and methods mainly correctly, e.g., in the context of assignments. They know strong commitment and contribution to the main course assignment. The students give and receive constructive feedback, act professionally, recognise relevant business development needs, and can further develop their interaction skills, adding value to the team.

Assessment criteria, excellent (5) (course unit)

The students master the key financial and management accounting terms and concepts. They can identify needs for accounting methods and make initiatives to apply them. They can analyse and utilise the financial statement and related performance measurement information skillfully, also considering the connections between the financial statements. They can solve the values of numerous accounting measures correctly and prepare company-level main budgets and forecasts case-specifically. They can apply even the most advanced forecasting and analysis tools and methods very skillfully, even in demanding contexts. They show excellent commitment and contribution to all the course assignments. The students give and receive constructive feedback, act professionally and creatively, recognise relevant business development needs, and can further develop their strong interaction skills, adding remarkable value to the team.

Location and time

From Aug 15 to October 13, 2023.

100 % online, in the case of this autumn 2023 implementation.

Exam schedules

No written exam.

Assessment methods and criteria

Active participation in online classes, tasks and exercises 50 %.
Assignment 50 %.

Assessment scale

0-5

Teaching methods

Learning discussions, group work, literature, exercises, assignment.

Learning materials

Partly informed in the first class, partly gathered during the course, as part of the learning process.

Teaching material is mainly located in the course Moodle.

Student workload

The students' maximum workload is defined as 135 hours.

Content scheduling

1 Accounting Terms and Concepts ("The Language of Business")
- Financial vs. Management Accounting; Financial Management
- Accrual vs. Cash-Based Accounting
- Financial Closing Information (The Income Statement, The Balance Sheet)
- Budgeting, Reporting and Forecasting
- Cost accounting: Variable and Fixed vs. Direct and Indirect Cost(s)

2 Performance Measurement and Evaluation
- Profitability, Liquidity and Solvency
- Financial and Non-Financial Measurement
- Performance Management Frameworks (The Balanced Scorecard; KPI; OKR; LEAN accounting,...)

3 Financial Management
- Cash and Working Capital Management
- Considerations of Digital Finance, Sustainable Finance, The Platform Economy
- Sources of Financing

4 Assignment
- Choice of the target organization, research problem & financial objective(s)
- Data collection and analysis for business development
- Reporting and sharing the outcomes to the class
- Weight in the overall course evaluation: 50 %.

Completion alternatives

No, there is not.

Practical training and working life cooperation

Business cases for the assignments are based on the students' own organizations and workplaces.

If necessary, also some other applicable institutions' business development interests and needs can act as a starting point for an assignment.

International connections

Both the extremely international student group and their own organizations and workplaces form a truly international platform for new learning experiences in financial management, naturally including also already existing connections, as well as a chance to create new connections locally and internationally.

Further information

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
Tel. +358 40 846 3052
www.tuni.fi