Valitse opetussuunnitelma opintojen aloitusvuoden ja suuntautumispolun mukaan.
The student communicates in comprehensible English overall and shows some awareness of the norms for different types of text. References to source materials are included where appropriate.
The student's English is mainly clear and appropriate. Written work meets the norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled.
The student's written English is formal and accurate and displays appropriate variation in style, reports meet the norms for different types of text. He/she shows ability to access and select appropriate information. References to source materials are incorporated accurately and in a variety of ways, source materials are expertly paraphrased. Oral expression is fluent and professional.
Emmanuel Abruquah
Englanti
01.08.2022 - 30.11.2022
08.06.2021 - 30.08.2022
3 op
22KVHN2
21IB
0 - 40
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student communicates in comprehensible English overall and shows some awareness of the norms for different types of text. References to source materials are included where appropriate.
The student's English is mainly clear and appropriate. Written work meets the norms for different types of text, including scientific reporting. Oral communication is professional. Requirements regarding participation, meeting deadlines etc. are mainly fulfilled.
The student's written English is formal and accurate and displays appropriate variation in style, reports meet the norms for different types of text. He/she shows ability to access and select appropriate information. References to source materials are incorporated accurately and in a variety of ways, source materials are expertly paraphrased. Oral expression is fluent and professional.
Emmanuel Abruquah
Englanti
01.08.2022 - 05.12.2022
08.06.2021 - 30.08.2022
3 op
22KVHN2
21IB
0 - 40
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student participates in the team work but is able to read the market and company information and utilise that data in decision making if assisted. The student struggles to see the link between the decisions in different company functions and the financial outcome.
The student actively participates in the teamwork and completes all the required tasks with good quality. The student is able to analyse the market and company information in order to form a company strategy. The student participates actively in decision making enabling the improvement of the company status. The student understands the link between the various company functions. The student is able to give a presentation about the company's strategy and value, and answer questions related to these topics.
The student actively participates in the teamwork and demonstrates a problem-solving attitude. The student successfully analyses the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company's strategy and the company's value. The student is able to answer various questions about the market situation and the company's value proposal.
Pia Lamminsivu
Material available in Moodle (lectures and business game simulation guide)
Game simulation, lectures, quiz, coaching
* Performance/ranking in the game (main criterion)
* Quality of written tasks
* Final presentation (0-5)
* Quiz and company audit (pass/fail)
* Attendance and activity in team work impact the grade
Englanti
19.09.2022 - 14.10.2022
08.06.2022 - 05.09.2022
4 op
22KVHN2
21IB
Adrián Somlósi-Kovács, Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
---
The game has several game rounds. The schedule of the rounds will be presented during the first lecture. The course will end with the final presentation.
4 credit points (27 hours per credit point)
The student participates in the team work but is able to read the market and company information and utilise that data in decision making if assisted. The student struggles to see the link between the decisions in different company functions and the financial outcome.
The student actively participates in the teamwork and completes all the required tasks with good quality. The student is able to analyse the market and company information in order to form a company strategy. The student participates actively in decision making enabling the improvement of the company status. The student understands the link between the various company functions. The student is able to give a presentation about the company's strategy and value, and answer questions related to these topics.
The student actively participates in the teamwork and demonstrates a problem-solving attitude. The student successfully analyses the market and company information in order to form a rational company strategy and is able to make decisions aligned with the chosen strategy. The student understands the link between the various company functions. The student is able to give a clear and justified presentation about the company's strategy and the company's value. The student is able to answer various questions about the market situation and the company's value proposal.
Pia Lamminsivu
Material available in Moodle (lectures and business game simulation guide)
Game simulation, lectures, quiz, coaching
* Performance/ranking in the game (main criterion)
* Quality of written tasks
* Final presentation (0-5)
* Quiz and company audit (pass/fail)
* Attendance and activity in team work impact the grade
Englanti
24.10.2022 - 15.12.2022
08.06.2021 - 07.10.2022
4 op
22KVHN2
21IB
0 - 40
Adrián Somlósi-Kovács, Pia Lamminsivu
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
---
The game has several game rounds. The schedule of the rounds will be presented during the first lecture. The course will end with the final presentation.
4 credit points (27 hours per credit point)
The student can name the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. He/she is able to draft a viable business idea and give and receive feedback related to business planning. The student can collaborate in a small group on business planning tasks and take responsibility of own studies related to business planning.
The student is able to explain the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. The student is able to draft a business idea by applying the entrepreneurial approach, and give and receive constructive feedback related to business planning. He/she takes responsibility of his/her own studies and group work related to business planning
The student is able to analyse systematically what is needed for business planning of a start-up company and use additional and recent sources to extend knowledge of business planning. He/she is able to justify the credibility of the business idea. The student commits himself/herself to own studies and group work related to business planning.
Tuomo Soini
Englanti
01.08.2022 - 23.10.2022
08.06.2021 - 30.08.2022
2 op
22IB3
22IB2
22IB4
22IB1
Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student can name the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. He/she is able to draft a viable business idea and give and receive feedback related to business planning. The student can collaborate in a small group on business planning tasks and take responsibility of own studies related to business planning.
The student is able to explain the core elements needed for starting a company, the stages of a start-up process and the core concepts of business planning. The student is able to draft a business idea by applying the entrepreneurial approach, and give and receive constructive feedback related to business planning. He/she takes responsibility of his/her own studies and group work related to business planning
The student is able to analyse systematically what is needed for business planning of a start-up company and use additional and recent sources to extend knowledge of business planning. He/she is able to justify the credibility of the business idea. The student commits himself/herself to own studies and group work related to business planning.
Tuomo Soini
Englanti
01.08.2022 - 23.10.2022
08.06.2021 - 30.08.2022
2 op
22IB7
22IB6
22IB5
22IB8
Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student can apply the concepts and theories of product and service design into practice. He/she can carry out simple consultation projects in product and service design area. Under supervision and with the support of a mentor, the student is able to accomplish the project and report the results to the customer. He/she can support a consultation project as member of a team.
The student is familiar with the concepts and theories of product and service design and can utilise these concepts in a practical business case consultation project. He/she can independently and as a member of a group carry out consultation projects in the product and service design area. The student is able to plan, implement, and evaluate consultation projects and is able to report the project results to the customer. He/she can contribute to the outcomes of a consultation project as member of a team.
The student has in-depth understanding of the concepts and theories of product and service design and can utilise these concepts in a practical business case consultation project. He/she can independently and as a member of a group carry out consultation projects in the product and service design area, plus he/she is able to reflect on his/her own service design work progress. The student is able to plan, implement, and evaluate consultation projects and is able to report the project results to the customer. He/she can contribute and enhance the outcomes of a consultation project as member of a team. The student actively facilitates the outcome of the consultation project.
Tuula Andersson
Literature from Innovations and Business Management -course.
The course is based on learning by doing and collaborative learningn. The students solve a real businessdevelopment / innovation challenge in small teams using the tools and methods learned in the course Innovations and Business Management, which is a prerequisite for this course. Active participation in the weekly teamwork sessions is mandatory.
Assessment criteria can be found in the curriculum.
Evaluation is based on the quality of the solution of the business challenge as well as the students' participation and active input in the team. Peer assessment will be used as part of the evaluation. More precise evaluation criteria will be presented in the course introduction.
Englanti
12.09.2022 - 12.12.2022
08.06.2021 - 15.09.2022
10 op
22KVHN2
21IB
0 - 40
Tuula Andersson
Teacher: Tuula Andersson (tuula.andersson@tuni.fi)
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
10 op
0-5
None
Student teams will work with a real business challenge solving a development problem. The teams are expected to take ownership of their project and be responsible of the communication with the case companies.
The students are encouraged to find the case company and the challenge themselves right at the beginning of the semester!!
No exam. Upgrading of the final grade must be discussed individually with the instructors. The grade will be based on teamwork, and individual upgrading is difficult. Students are requested to take this into account in their work for the course.
10 credits x 27 hours = 270 hours of student work altogether.
Most of the work is done outside lectures in small teams. It is to be noted that the course requires approximately 20 hours of student work every week.
Teacher coaching sessions twice a week as per a schedule announced in the timetable machine. Teams are expected to be present and able to work during the coaching sessions.
The student is able to apply the concepts and theories of innovation into practice by carrying out simple consultation projects for startups or SME:s. Under supervision and with the support of a mentor, the student is able to accomplish the project and report the results to the customer. He/she can support a consultation project as member of a team.
The student is familiar with the concepts and theories of innovation and can utilize them in a practical small business case consultation project. He/she can independently and as a member of a group carry out consultation project for startups or SMEs. The student is able to plan, implement, and evaluate consultation projects and report the project results to the customer. He/she can contribute to the outcomes of a consultation project as a member of a team.
The student has in-depth understanding of the concepts and theories of innovation and he/she can utilise these concepts in a practical small business case consultation project. He/she can independently, or in a leading role in a team, carry out consultation projects for startups and SMEs. The student is able to plan, implement, and report the project to the customer. The student is able to reflect on his/hers own as well as team work process. He/she can facilitate, contribute and enhance the outcomes of a consultation project as a leading member of a team.
Sven Rassl
Literature from Innovations and Business Management -course.
he course is based on learning by doing and collaborative learningn. The students solve a real businessdevelopment / innovation challenge in small teams using the tools and methods learned in the course Innovations and Business Management, which is a prerequisite for this course. Active participation in the weekly teamwork sessions is mandatory
Evaluation is based on the quality of the solution of the business challenge as well as the students' participation and active input in the team. Peer assessment will be used as part of the evaluation. More precise evaluation criteria will be presented in the course introduction.
Englanti
12.09.2022 - 12.12.2022
08.06.2021 - 15.09.2022
10 op
22KVHN2
21IB
0 - 40
Sven Rassl
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
Student teams will work with a real business challenge solving a development problem. The teams are expected to take ownership of their project and be responsible of the communication with the case companies.
The students are encouraged to find the case company and the challenge themselves right at the beginning of the semester!!
10 credits x 27 hours = 270 hours of student work altogether.
Most of the work is done outside lectures in small teams. It is to be noted that the course requires approximately 20 hours of student work every week
10 credits x 27 hours = 270 hours of student work altogether.
Most of the work is done outside lectures in small teams. It is to be noted that the course requires approximately 20 hours of student work every week
Teacher coaching sessions twice a week as per a schedule announced in the timetable machine. Teams are expected to be present and able to work during the coaching sessions.
The student is able to identify principles of the business strategy and strategic planning. He/she recognizes and is able to determine elements of growth strategy. The student is able to participate in a team project performing the given tasks in according to instructions.
The student is able to determine and apply the concept and tools of the business strategy and strategic planning. He/she is able to conduct some analysis and suggest development actions suitable for the business strategy. The student actively contributes to a team project being able to receive and give constructive feedback.
The student masters the concepts and different models of strategic planning and is able to connect business strategy to e-commerce strategy. He/she is able to conduct well-structured analysis and is able to create, evaluate and combine different solutions to a given e-commerce problem. The student acts in a flexible and constructive way in team projects developing the team’s interaction.
Sean Morga
Leading Digital Strategy : Driving Business Growth Through Effective E-commerce By Bones, Chris and Hammersley, James
Plunkett's E-Commerce & Internet Business Almanac 2018 : E-Commerce & Internet Business
Industry Market Research, Statistics, Trends & Leading Companies
by Jack W. Plunkett
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
-On-campus and online sessions
Pair task. Evaluation based on the criteria.
According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
Englanti
02.11.2022 - 07.12.2022
08.06.2021 - 02.11.2022
5 op
22KVHN2
21IB
0 - 40
Sean Morga, Boudaoud Mezrar
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
None
Details given in the first class session
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Not returning the given tasks on time.
Grade 1-2
The student is able to identify principles of the business strategy and strategic planning. He/she recognizes and is able to determine elements of growth strategy. The student is able to participate in a team project performing the given tasks in according to instructions.
Grade 3-4
The student is able to determine and apply the concept and tools of the business strategy and strategic planning. He/she is able to conduct some analysis and suggest development actions suitable for the business strategy. The student actively contributes to a team project being able to receive and give constructive feedback
Grade 5
The student masters the concepts and different models of strategic planning and is able to connect business strategy to e-commerce strategy. He/she is able to conduct well-structured analysis and is able to create, evaluate and combine different solutions to a given e-commerce problem. The student acts in a flexible and constructive way in team projects developing the team’s interaction.
The student knows the basics of e-commerce and platform economy. He/she can use the basic terms and can define e-commerce. The student recognises and defines different theories in ecosystems and e-commerce business models. The student can perform the given tasks with routine performance. He/she has been partly active in participating the teamwork according to the peer evaluation.
The student has achieved the course objectives well, but needs further development. He/she can apply theories accordingly. The student is able to structure between business models and earning logic. The student cooperates responsibly and has participated in the team work and classes actively contributing the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student has achieved the course objectives excellently. He/she masters the concepts and models of platform economy, business models and revenue models. The student is able to conduct fluent and reasoned e-commerce business model and has good capabilities to apply the learning. The individual contribution in the class and team have been especially active.
Sean Morga
- Presentation material
- Assigned books
- Articles and case studies
- Video
Online implementation. Self-study online. First class meeting will take place on campus.
Tasks: mini exams, learning diary and an essay.
According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
Englanti
30.08.2022 - 11.10.2022
08.06.2021 - 30.08.2022
5 op
22KVHN2
21IB
0 - 40
Sean Morga, Boudaoud Mezrar
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Details given in the first meeting
5 credits = 135 hours
5 modules. Modules unlock weekly.
The student knows the basics of e-commerce and platform economy. He/she can use the basic terms and can define e-commerce. The student recognises and defines different theories in ecosystems and e-commerce business models. The student can perform the given tasks with routine performance. He/she has been partly active in participating the teamwork according to the peer evaluation.
The student has achieved the course objectives well, but needs further development. He/she can apply theories accordingly. The student is able to structure between business models and earning logic. The student cooperates responsibly and has participated in the team work and classes actively contributing the final outcome with his/her knowledge and ideas according to the peer evaluations.
The student has achieved the course objectives excellently. He/she masters the concepts and models of platform economy, business models and revenue models. The student is able to conduct fluent and reasoned e-commerce business model and has good capabilities to apply the learning. The individual contribution in the class and team have been especially active.
The student recognises the specific nature of product development in experience / tourism business. He/she is able to explain the process of tourism product development using design tools. The student is able to participate in analysing and improving tasks of existing experience products in a team, taking responsibility of his/her own performance.
The student can clearly explain various aspects of the nature of product development in experience / tourism business. The student is able to do basic product analysis and apply a product design tool in the context of the experience / tourism business. The student participates actively and responsibly in the teamwork taking responsibility of team performance. The student is capable of receiving and giving feedback actively and constructively.
The student is able to analyse thoroughly an existing experience product and to find and evaluate different tools appropriate for the problem at hand. He/she is able to apply the design tools in product development taking into account the specific business needs and develop highly original or innovative ideas. The student takes a leading role in a team, working in a responsible, flexible and constructive way developing the group's interaction.
Sari Matala
Englanti
01.08.2022 - 13.11.2022
08.06.2021 - 30.08.2022
5 op
22KVRN2
22KVHN2
21IB
0 - 40
Sari Matala
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student recognizes the role and meaning of management accounting in a company. He/she understands the relevant managerial accounting principles and practices used by companies. The student is able to define the importance of the financial planning process and name the important fields within management accounting. The student identifies typical management accounting tools and methods in use; he/she can make basic financial plans and managerial calculations and solve accounting cases by making simple calculations. The student is able to give and receive feedback and take responsibility as an individual learner. The student can act as part of a team.
The student connects the role of management accounting in company operations. He/she structures the course themes with financial accounting by applying the tools and concepts used by companies. He/she explains why and how to use various management accounting methods for targeting profitable business. The student makes simple profitability calculations with simulation analysis and company's financial projections by applying the meaning of margin. The student makes relevant financial comparisons for management decisions and simulates outcome with various accounting factors. The student gives and receives constructive feedback; he/she is able to operate in professional manner by recognising relevant scope and needs. He develops his interaction skills by adding value to the team.
The student adapts the course themes at advanced level. He finds and translates the course themes with working life connections. He expands the context by bringing new perspectives, he analyses the selected management accounting methods. The student adopts the financial mindset, with academic perspective. The student builds creative solutions by combining various course themes. He/she evaluates the outcomes and looks for new opportunities. He/she can justify the decisions made by using the calculations presented. The student aims for alternative perspectives; he/she brings maturity and applies relevant details as needed. The student uses the feedback and iterates his learning process. He/she adds collaboration by being an asset for the team. The student develops creative and constructive working methods by bringing professional commitment throughout the course.
Petteri Vilén
Englanti
24.10.2022 - 31.12.2022
14.09.2022 - 13.10.2022
3 op
22IB3
22IB2
22IB4
22IB1
0 - 35
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student recognizes the role and meaning of management accounting in a company. He/she understands the relevant managerial accounting principles and practices used by companies. The student is able to define the importance of the financial planning process and name the important fields within management accounting. The student identifies typical management accounting tools and methods in use; he/she can make basic financial plans and managerial calculations and solve accounting cases by making simple calculations. The student is able to give and receive feedback and take responsibility as an individual learner. The student can act as part of a team.
The student connects the role of management accounting in company operations. He/she structures the course themes with financial accounting by applying the tools and concepts used by companies. He/she explains why and how to use various management accounting methods for targeting profitable business. The student makes simple profitability calculations with simulation analysis and company's financial projections by applying the meaning of margin. The student makes relevant financial comparisons for management decisions and simulates outcome with various accounting factors. The student gives and receives constructive feedback; he/she is able to operate in professional manner by recognising relevant scope and needs. He develops his interaction skills by adding value to the team.
The student adapts the course themes at advanced level. He finds and translates the course themes with working life connections. He expands the context by bringing new perspectives, he analyses the selected management accounting methods. The student adopts the financial mindset, with academic perspective. The student builds creative solutions by combining various course themes. He/she evaluates the outcomes and looks for new opportunities. He/she can justify the decisions made by using the calculations presented. The student aims for alternative perspectives; he/she brings maturity and applies relevant details as needed. The student uses the feedback and iterates his learning process. He/she adds collaboration by being an asset for the team. The student develops creative and constructive working methods by bringing professional commitment throughout the course.
Petteri Vilén
Englanti
24.10.2022 - 31.12.2022
14.09.2022 - 13.10.2022
3 op
22IB7
22IB6
22IB5
22IB8
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student is able to tell about his/her future plans and things from the past in Finnish in most common situations using the typical grammatical structures. He/she is able to give a brief speech in Finnish in simple sentences. He/she is able to write a brief attachment for CV. He/she needs help in order to understand texts only in Finnish informing about available jobs.
The student has an active attitude towards studying the Finnish language and culture, and shows that by completing written tasks according to the schedule. He/she is able to tell about future plans and the past understandably in common situations using typical grammatical structures correctly. The student is able to explain his/her ideas and plans clearly. The student understands main topics in everyday conversations with Finns who talk standard spoken language. He/she is able to write a job application and CV in standard expressions. He/she is able to search for available jobs and understand texts with the help of dictionary. The student is able to give a speech in Finnish in standard Finnish sentences.
The student has a positive and active attitude towards learning language and is genuinely interested in Finnish culture, and brings it up by expressing his/her findings about cultural matters. He/she can cope in situations with Finns talking standard spoken Finnish, when topics are related to matters he/she is interested in, and/or topics concerning everyday life. He/she is able to search for available jobs and understand easily texts, which are related to his/her interests and include more complicated structures. He/she can write a job application and CV in detailed manner. He/she is able to give a speech with a meaningful content, speaking fluently in versatile Finnish sentences.
Terhi Tapaninen
Työelämän suomea -materiaali verkossa, opettajan materiaali Moodlessa
opetuskeskustelu, kirjalliset ja suulliset harjoitukset, ryhmätyöt
Englanti
26.09.2022 - 09.12.2022
25.06.2022 - 20.09.2022
2 op
21ENTRE
19IB
20ENTRE
20IB
22IB
21IB
Terhi Tapaninen
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
Ei ole
Sovitaan kurssilla
Kurssi on suunnattu KV-opiskelijoille
A student has completed the assignments acceptably and attended contact lessons at least 80 %. She/he is able to tell about her/his future plans and things from the past in Finnish in most common situations. She/he is able to give a brief speech in Finnish in simple sentences. She/he is able to write a brief attachment for CV. She/he needs help in order to understand texts only in Finnish informing about available jobs.
A student has an active attitude towards studying Finnish language and culture, and shows that by completing written tasks according to the schedule. She/he is able to tell about future plans and the past understandably in common situations. A student is able to explain her/his ideas and plans clearly. She/he understands main topics in everyday conversations with Finns who talk standard spoken language. She/he is able to write a job application and CV in standard expressions. She/he is able to search for available jobs and understand texts with the help of dictionary. She is able to give a speech in Finnish in standard Finnish sentences.
A student has a positive and active attitude towards learning language and is genuinely interested in Finnish culture, and brings it up by expressing her/his findings about cultural matters. She/he can cope in situations with Finns talking standard spoken Finnish, when topics are related to matters she/he is interested in, and/or topics concern everyday life. She/he is able to search for available jobs and understand easily texts, which are related to her/his interests and include more complicated structures. She/he can write a job application and CV in detailed manner. She/he is able to give a speech with a meaningful content, speaking fluently with a slight accent.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They can exchange greetings/farewells, introduce oneself and name a few objects. It is hard for them to attend a simple conversation or create a short text. Their pronunciation causes difficulties to understand meanings of produced speech.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. Students have an active attitude towards studying Finnish language showing that by completing tasks according to the schedule. They are able to cope in the most common simple everyday situations. Students can use typical grammatical structures e.g. basic verb conjugation, possessive structure and partitive in simple sentences. They can write brief texts and pronounce Finnish quite clearly.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in everyday situations using grammar almost correctly. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple texts and recombine words and phrases into new sentences.
Terhi Tapaninen
Englanti
22.08.2022 - 02.12.2022
08.06.2021 - 30.08.2022
5 op
22ENTRE
22IB
Terhi Tapaninen
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They can exchange greetings/farewells, introduce oneself and name a few objects. It is hard for them to attend a simple conversation or create a short text. Their pronunciation causes difficulties to understand meanings of produced speech.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. Students have an active attitude towards studying Finnish language showing that by completing tasks according to the schedule. They are able to cope in the most common simple everyday situations. Students can use typical grammatical structures e.g. basic verb conjugation, possessive structure and partitive in simple sentences. They can write brief texts and pronounce Finnish quite clearly.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in everyday situations using grammar almost correctly. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple texts and recombine words and phrases into new sentences.
Terhi Tapaninen
Englanti
29.08.2022 - 08.12.2022
08.06.2021 - 30.08.2022
5 op
22IB3
22IB2
22IB7
22IB6
22IB5
22IB4
22IB1
22IB8
0 - 40
Minna Martikainen
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They can tell about few of the achieved course contents, but their expression stays limited: both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They are able to cope in everyday conversations related to topics studied in the course. Students can write short texts about their home, travelling or work. They can pronounce Finnish clearly enough. Students are able to use typical grammatic structures e.g. local cases and past tenses in simple sentences.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively. They manage quite well in everyday conversations related to topics studied in the course. They can write simple texts quite correctly and recombine words and phrases into new sentences so that used typical grammatic structures are almost correct. They understand the importance of good Finnish language skills to get a job in Finland.
Ella Hakala
Englanti
02.08.2022 - 31.12.2022
08.06.2021 - 30.08.2022
5 op
22ENTRE
22IB
Ella Hakala
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student knows the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, and Word), and can use them. The student has a basic knowledge of some supporting tools. The student is able to use a cloud environment for sharing information. The student takes responsibility of his/her own studying but may still need some support or supervision for using the tools and working in a group.
The student recognises well the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, Word) and can tailor their use based on the outcome required. The student has a basic knowledge of some supporting tools. The student uses cloud environment efficiently for sharing information. The student can do the given tasks independently and is able to support other team members.
The student can broadly and independently apply the MS Office tools and cloud environment. The student has a basic knowledge of some supporting tools. The student is very self-confident in solving problems in his/her application area, can explain and teach the tools and methods to others and help his/her team mates in their ICT problems.
Emmanuel Abruquah
Englanti
01.08.2022 - 31.12.2022
08.06.2021 - 30.08.2022
3 op
22IB3
22IB2
22IB4
22IB1
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student knows the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, and Word), and can use them. The student has a basic knowledge of some supporting tools. The student is able to use a cloud environment for sharing information. The student takes responsibility of his/her own studying but may still need some support or supervision for using the tools and working in a group.
The student recognises well the basic ICT terms, is familiar with the basic MS Office tools (Excel, PowerPoint, Word) and can tailor their use based on the outcome required. The student has a basic knowledge of some supporting tools. The student uses cloud environment efficiently for sharing information. The student can do the given tasks independently and is able to support other team members.
The student can broadly and independently apply the MS Office tools and cloud environment. The student has a basic knowledge of some supporting tools. The student is very self-confident in solving problems in his/her application area, can explain and teach the tools and methods to others and help his/her team mates in their ICT problems.
Emmanuel Abruquah
Englanti
01.08.2022 - 31.12.2022
08.06.2021 - 30.08.2022
3 op
22IB7
22IB6
22IB5
22IB8
Emmanuel Abruquah
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student can name different aspects of innovation, and their role in developing a business. He/she can recognise solutions for supporting an organisation’s innovation performance. The student is able to apply innovation theories and practices in a variety of business settings. He/she can evaluate the business feasibility of innovations, products and services. The student recognises the different phases in the product and service design process.
The student is familiar with the different aspects of innovation, and their role in developing and growing a business. He/she can recognise and assess solutions for supporting an organisation’s innovation performance. The student understands the strategies most effective for exploiting innovations. The student is able to apply innovation theories and practices in a variety of business settings. He/she can evaluate the business feasibility of innovations, products and services. The student can plan, implement and assess the different phases of the product and service design process. He/she can identify critical phases of product and service design projects.
The student has in-depth understanding of the different aspects of innovation, and their role in developing and growing a business. He/she can recognise, assess and advocate the most suitable solutions for improving an organisation's innovation performance. The student can develop and implement the most effective strategies for exploiting innovations. The student is able to implement innovation theories into practice in a variety of business settings. He/she can boost the business feasibility of innovations, products and services. The student can plan, implement and assess the different phases of the product and service design process. He/she can tackle critical phases of product and service design projects.
Sven Rassl
Kim, W.Chan & Mauborgne, Renee: Blue Ocean Strategy or Blue Ocean Shift
Selected articles available in Moodle
Lecture slides
Lectures, team exercises, learning diary
Individual learning diary
Team assignments
Active participation in the contact sessions and teamwork.
More detailed assessment criteria will be given in the first contact session.
Englanti
29.08.2022 - 13.10.2022
08.06.2021 - 30.08.2022
5 op
22KVHN2
21IB
0 - 40
Tuula Andersson, Sven Rassl
Teachers:
Sven Rassl and Tuula Andersson
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
None
There's no exam. The course evaluation is based on the individual learning diary and 1-2 team/pair exercises. Upgrading of the final grade is possible with an extra assignment which must be discussed with the instructors.
The course is worth 5 credits, which means a total workload of 135 hours. Contact teaching is appr. 27 hours and the rest is students' independent work.
During the two first weeks of the course there will be two contact sessions / week, and after that 1 session / week. During the 3rd week the course "Consultation Projects" will start. It is the practical part of the study module where the learnings of this course will be implemented.
Englanti
23.08.2022 - 31.07.2023
13.06.2022 - 19.06.2022
60 op
AVOINAMK
0 - 10
Bachelor's Degree Programme in International Business
0-5
Pass:
The student completes practical training for the required length in practical assignments in their field of study. He/she is able to apply the rules, knowledge and skills to their practical training. All the required documentation is submitted to the practical training supervisor and the feedback discussion takes place. The student is able to give and receive feedback and take responsibility of his/her own work.
Fail:
The student has does not complete the required length of practical training in their field of study. The required documents are not submitted to the supervisor, and no feedback discussion takes place with the practical training supervisor.
Marita Tuomala
Guidelines for Practical Training are discussed during the Practical Training Orientation. Description of Practical Training can be found in IB Curriculum and more detailed guidelines in TAMK Intra, student's handbook.
Before starting the practical training the students will need to participate in a Practical Training Orientation which will be arranged during the autumn term of the second study year. The student must contact the Practical Training Supervisor at TAMK well in advance before signing the practical training agreement. A written agreement is always required. Students will have a supervisor both in the company and at TAMK during their practical training. Students are writing reports and weekly diaries during the practical training period.
During the practical training TAMK BBA students are building their knowledge and practical skills in the field of their chosen mandatory module of the TAMK BBA programme. Evaluation is based on practical training reports and final discussion after the practical training period -> pass.
Englanti
01.08.2022 - 31.12.2022
08.06.2021 - 30.08.2022
30 op
20IB
Marita Tuomala, Janne Hopeela
For more information please contact either:
Marita Tuomala; marita.tuomala@tuni.fi or
Janne Hopeela; janne.hopeela@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
Hyväksytty/hylätty
In case of accreditation of your previous work experience please contact either Ms. Tuomala or Mr. Hopeela
During the practical training period the students will learn the organizational culture of the employer and rules of the working life. Students will find the work placement themselves. Students are able to use TAMK's JobTeaser portal to find internships.
No exam. Students are writing reports and weekly diaries during the practical training period.
Finnish degree students are recommended to look for practical training positions abroad and foreign degree students either in Finland or abroad. We have some international connections; please contact your practical training supervisors.
The practical training is 30 ECTS which equals 5 months of full-time work (20 working weeks). The practical training can be done in no more than two parts.
Pass - when all the required reports and a copy of the work certificate have been returned to the practical training supervisor and the feedback discussion has taken place between the student and the practical training supervisor at TAMK.
The student recognizes the role of accounting in a company and relevant accounting principles and practices. The student can name the most relevant topics in financial accounting and sees the purpose of operating a business. The student identifies the principles of bookkeeping and financial statements and can make basic bookkeeping postings. He/she recognizes the key principles of Finnish business taxation and legal obligations. The student is able to give and receive feedback and take responsibility as an individual learner, and act as part of a team.
The student is able to structure the connection between profitability, balance sheet and cash flow. The student can apply the principles of double entry postings and name the phases of year end close. The student is able to apply calculations for VAT, payroll and other obligations; he/she can make simple year end closings based on financial accounting process. The student is able to give and receive constructive feedback and develop his/her interaction skills, adding value to the team.
The student adapts the course themes at advanced level. He/she expands the context with curiosity and analyses the course themes actively. The student finds the path towards academic approach and uses relevant information sources. The student is able to evaluate and assess financial accounting processes and build creative solutions by combining the course themes. The student pays needed attention to detail in cases, looks for alternative perspectives. The student uses feedback to iterate the learning process. The student is able to develop creative and constructive working methods and bring professional commitment throughout the course.
Petteri Vilén
Englanti
01.08.2022 - 23.10.2022
08.06.2021 - 30.08.2022
2 op
22IB3
22IB2
22IB4
22IB1
0 - 35
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student recognizes the role of accounting in a company and relevant accounting principles and practices. The student can name the most relevant topics in financial accounting and sees the purpose of operating a business. The student identifies the principles of bookkeeping and financial statements and can make basic bookkeeping postings. He/she recognizes the key principles of Finnish business taxation and legal obligations. The student is able to give and receive feedback and take responsibility as an individual learner, and act as part of a team.
The student is able to structure the connection between profitability, balance sheet and cash flow. The student can apply the principles of double entry postings and name the phases of year end close. The student is able to apply calculations for VAT, payroll and other obligations; he/she can make simple year end closings based on financial accounting process. The student is able to give and receive constructive feedback and develop his/her interaction skills, adding value to the team.
The student adapts the course themes at advanced level. He/she expands the context with curiosity and analyses the course themes actively. The student finds the path towards academic approach and uses relevant information sources. The student is able to evaluate and assess financial accounting processes and build creative solutions by combining the course themes. The student pays needed attention to detail in cases, looks for alternative perspectives. The student uses feedback to iterate the learning process. The student is able to develop creative and constructive working methods and bring professional commitment throughout the course.
Petteri Vilén
Englanti
01.08.2022 - 23.10.2022
08.06.2021 - 30.08.2022
2 op
22IB7
22IB6
22IB5
22IB8
0 - 35
Petteri Vilén
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
Elena Grigorova
Business Operations:
• Online resources and materials in Moodle
Legal Aspects (required reading):
• Surakka, Aapo. (2012). Access to Finnish law. Talentum Media. Pages 16–25 and 88–102.
Available in digital form in TAMK-Finna Alma Talent Verkkokirjahylly.
• Items covered in class, and
• Materials in Moodle
Lectures, group work, self-study
Introduction to Business Operations (2 cr):
- Individual exam (70%)
- Participation in classroom discussions and group work (30%)
Legal Aspects (1 cr):
- Individual exam (70%)
- Active participation and group work in class (30%)
Englanti
29.08.2022 - 23.10.2022
08.06.2021 - 31.08.2022
3 op
22IB3
22IB2
22IB4
22IB1
Elena Grigorova, Tero Poutala
Mandatory attendance: 80%
There is no hybrid option (some students on campus, some online).
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
None
Business Operations:
Written exam - 13.10.2022 14:00 - 17:00 Online
Re-take dates to be announced later.
Contact lessons 21 hours (7 x 3 h)
Independent study 60 hours
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
Elena Grigorova
Business Operations:
• Online resources and materials in Moodle
Legal Aspects (required reading):
• Surakka, Aapo. (2012). Access to Finnish law. Talentum Media. Pages 16–25 and 88–102.
Available in digital form in TAMK-Finna Alma Talent Verkkokirjahylly.
• Items covered in class, and
• Materials in Moodle
Lectures, group work, self-study
Introduction to Business Operations (2 cr):
- Individual exam (70%)
- Participation in classroom discussions and group work (30%)
Legal Aspects (1 cr):
- Individual exam (70%)
- Active participation and group work in class (30%)
Englanti
29.08.2022 - 23.10.2022
08.06.2021 - 31.08.2022
3 op
22IB7
22IB6
22IB5
22IB8
Elena Grigorova, Tero Poutala
Mandatory attendance: 80%
There is no hybrid option (some students on campus, some online).
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
None
Business Operations:
Written exam - 13.10.2022 14:00 - 17:00 Online
Re-take dates to be announced later.
Contact lessons 21 hours (7 x 3 h)
Independent study 60 hours
The student recognises main ideas and concepts related to business operations and can illustrate them with simple isolated examples. Work is poorly structured and there is no relationship to other ideas, concepts or previous knowledge. The student struggles to assess the impact of business activities on the business or society in general. The student recognizes the key sources of law and is able to define company legal forms.
The student demonstrates sound understanding of the main ideas and concepts related to business operations and can illustrate them with multiple relevant examples. He/she can establish causal and consequential relationships between events in the business world and offer reasonable solutions. Work is mostly logical and well-structured, with some inconsistencies or minor errors. The student can assess the impact of business activities on the business itself and its immediate surrounding, mostly in the short-term. He/she can apply the key sources of law and is able to explain differences between company legal forms.
The student demonstrates deep understanding of the main ideas and concepts related to business operations and can illustrate them with authentic, connected examples. The student can establish causal and consequential relationships between events in the business world, analyse underlying problems and synthesise solutions out of available alternatives. Work is logical and well-structured, and ideas are clearly expressed. The student can assess the impact of business activities on the business itself and the society in general, both in the short- and long-term, and demonstrates commitment to sustainable development. The student is able to apply different sources of law extensively and analyse and assess different company forms in a professional manner.
The student can recognize and define the basic concepts of the experience economy in the context of tourism. The student is able to discuss and consider some characteristics of the experience economy. He/she can work in a group and take responsibility on his/her own work.
The student is able to explain, compare and apply the theories of the experience economy and tourism. The student can make plans, solve problems, and choose an appropriate course of action. The student can take responsibility and commit to the group activities in addition to his/her own work.
The student can generalise and analyse extensive entities and relations between the concepts and theories of the experience economy. The student can search for diverse courses of action and solution alternatives and assess these alternatives. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
Sari Matala
See Moodle page https://moodle.tuni.fi/course/view.php?id=29965
for the most relevant material on experience economy. Also additional inspirational material will be given. It is recommended that the student also acquires own suitable material for one's own learning and the task at hand.
The course combines face to face and online meetings, reading, discussion and peer-to-peer interaction as well as a team work assignment. The assignment is completed in small groups; the IB student teams are split into two small groups of 3-4 students.
Individual working, team working, discussion. Understanding experience economy, identifying characteristics and nature of it (and tourism business), applying academic material and reflecting it in business planning.
Englanti
01.08.2022 - 23.10.2022
08.06.2021 - 30.08.2022
2 op
22IB3
22IB2
22IB4
22IB1
Sari Matala
Team work otcomes (Analysis paper) will be assessed as a group outcome (group members receiving the same grade). Make sure that your personal output/commitment is proper enough. Group is free to set extra task(s) for those who are not participating group work and also free to inform teacher of possible lower grade suggestion in such a case. Task must be submitted in time! Discuss with teacher beforehand, if extra time is needed.
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
1 op
0-5
No alternative means of completion.
No exam
International student teams
2 ECTS equals 54 hours of student work. The work load is divided between teacher driven sessions as well as group and individual work. Contact session (3 x 2 h = 6 hours), individual reading tasks and material search (~12 hours) and team work assignment (36 hours).
See detailed schedule in Moodle https://moodle.tuni.fi/course/view.php?id=29965
See Moodle schedule https://moodle.tuni.fi/course/view.php?id=29965
No participation or poor participating in team working (peer evaluation). Task description is not followed. Student is not able to apply the experience economy (and tourism) principles/theories, student is not able to understand and apply material presented.
Student is partly following the task description and/or understanding and applying the experience economy (and tourism) principles/theories. Student is able to discuss and consider only few characteristics when conducting the tasks. Material presented for the tasks is only partly applied and understood.
Student is following the task description and understands and applies theories of experience economy (and tourism). Student is able to consider and discuss most of the significant characteristics of experience economy (and tourism) and presents examples. Material presented for the tasks is well applied.
Student implements thorough understanding of the experience economy (and tourism) concepts and characteristics and is able to apply these fluently in business planning. Discussing and reflecting the ideas and characteristics of experience economy (and tourism) is fluent by various examples and own, new ideas or perspectives. Material presented for the tasks is carefully applied.
The student can recognize and define the basic concepts of the experience economy in the context of tourism. The student is able to discuss and consider some characteristics of the experience economy. He/she can work in a group and take responsibility on his/her own work.
The student is able to explain, compare and apply the theories of the experience economy and tourism. The student can make plans, solve problems, and choose an appropriate course of action. The student can take responsibility and commit to the group activities in addition to his/her own work.
The student can generalise and analyse extensive entities and relations between the concepts and theories of the experience economy. The student can search for diverse courses of action and solution alternatives and assess these alternatives. The student can cooperate responsibly, flexibly and constructively and develop his/her own and the group’s interaction.
Sari Matala
See Moodle page https://moodle.tuni.fi/course/view.php?id=29965
for the most relevant material on experience economy. Also additional inspirational material will be given. It is recommended that the student also acquires own suitable material for one's own learning and the task at hand.
The course combines face to face and online meetings, reading, discussion and peer-to-peer interaction as well as a team work assignment. The assignment is completed in small groups; the IB student teams are split into two small groups of 3-4 students.
Individual working, team working, discussion. Understanding experience economy, identifying characteristics and nature of it (and tourism business), applying academic material and reflecting it in business planning.
Englanti
01.08.2022 - 23.10.2022
08.06.2021 - 30.08.2022
2 op
22IB7
22IB6
22IB5
22IB8
Sari Matala
Team work otcomes (Analysis paper) will be assessed as a group outcome (group members receiving the same grade). Make sure that your personal output/commitment is proper enough. Group is free to set extra task(s) for those who are not participating group work and also free to inform teacher of possible lower grade suggestion in such a case. Task must be submitted in time! Discuss with teacher beforehand, if extra time is needed.
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
No alternative means of completion.
No exam
International student teams
2 ECTS equals 54 hours of student work. The work load is divided between teacher driven sessions as well as group and individual work. Contact session (3 x 2 h = 6 hours), individual reading tasks and material search (~12 hours) and team work assignment (36 hours).
See detailed schedule in Moodle https://moodle.tuni.fi/course/view.php?id=29965
See Moodle schedule
No participation or poor participating in team working (peer evaluation). Task description is not followed. Student is not able to apply the experience economy (and tourism) principles/theories, student is not able to understand and apply material presented.
Student is partly following the task description and/or understanding and applying the experience economy (and tourism) principles/theories. Student is able to discuss and consider only few characteristics when conducting the tasks. Material presented for the tasks is only partly applied and understood.
Student is following the task description and understands and applies theories of experience economy (and tourism). Student is able to consider and discuss most of the significant characteristics of experience economy (and tourism) and presents examples. Material presented for the tasks is well applied.
Student implements thorough understanding of the experience economy (and tourism) concepts and characteristics and is able to apply these fluently in business planning. Discussing and reflecting the ideas and characteristics of experience economy (and tourism) is fluent by various examples and own, new ideas or perspectives. Material presented for the tasks is carefully applied.
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or create new ones. The individual contribution in the class and team have been especially active. The student cooperates responsibly, flexibly and constructively.
Sean Morga
- Presentation material
- Assigned books (Kotler, Armstrong, Parment: Principles of Marketing, 2nd Scandinavian Edition
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
Englanti
02.09.2022 - 07.10.2022
08.06.2021 - 02.09.2022
2 op
22IB3
22IB2
22IB4
22IB1
Salman Saleem
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Project work / case studies
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend lessons
- Participate in group discussions and activities
- Study materials given to them on their own time
Details given in the first lesson
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or create new ones. The individual contribution in the class and team have been especially active. The student cooperates responsibly, flexibly and constructively.
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or create new ones. The individual contribution in the class and team have been especially active. The student cooperates responsibly, flexibly and constructively.
Sean Morga
- Presentation material
- Assigned books (Kotler, Armstrong, Parment: Principles of Marketing, 2nd Scandinavian Edition
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
Englanti
02.09.2022 - 07.10.2022
08.06.2021 - 02.09.2022
2 op
22IB7
22IB6
22IB5
22IB8
Salman Saleem
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Project work / case studies
Final exam will be given on the last class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend lessons
- Participate in group discussions and activities
- Study materials given to them on their own time
Details given in the first lesson
The student can recognize and name the basic concepts of marketing. He/she can use the basic terms in a correct way and can define the principles of marketing. The student can perform the given tasks assisted, and work in a team and take responsibility of his/her own work.
The student is able to make a marketing plan accordingly. The student can select the most appropriate course of action from diverse options and justify his/her choice. The student has participated in the teamwork and classes actively contributing to the final outcome with his/hers knowledge and ideas according to the peer evaluations. The student can cooperate responsibly and is ready to develop his/her interaction skills.
The student understands extensively the concepts and principles of marketing. The student is able to conduct a fluent and reasoned marketing plan and has good capabilities to apply the learning. The student combines different solution alternatives creatively or create new ones. The individual contribution in the class and team have been especially active. The student cooperates responsibly, flexibly and constructively.
Opiskelija osaa laatia liike-elämän asiakirjoja ja viestejä annettujen ohjeiden ja mallien mukaisesti. Opiskelija viestii keskeiset asiat ymmärrettävästi alansa eri viestintätilanteissa ja osaa hyödyntää viestintävälineitä.
Opiskelija viestii liike-elämän eri tilanteissa sujuvasti, jäsentyneesti, ymmärrettävästi ja kiinnostavasti. Opiskelija ottaa viestiessään huomioon vastaanottajan ja tilanteen. Opiskelija osaa tulkita viestintäkumppaninsa toimintaa ja vastata siihen yhteistyötä rakentaen esim. myynti- ja asiakaspalvelutilanteissa.
Opiskelija viestii liike-elämän eri tilanteissa sujuvasti, jäsentyneesti, ymmärrettävästi ja kiinnostavasti. Opiskelija ottaa viestiessään huomioon vastaanottajan ja tilanteen. Opiskelija osaa tulkita viestintäkumppaninsa toimintaa ja vastata siihen yhteistyötä rakentaen esim. myynti- ja asiakaspalvelutilanteissa.
Mari Touronen
Opettaja jakaa opintomateriaalin opintojakson Moodlessa.
Lähi- ja etäopetus, yksilö-, pari- ja pienryhmätyöskentely
Englanti
01.09.2022 - 16.10.2022
30.07.2022 - 30.08.2022
2 op
21IB
Mari Touronen
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
Opintojaksolla ei järjestetä tenttiä.
Opintojakson laajuus on 2 opintopistettä, joka vaatii opiskelijan itsenäistä työskentelyä 54 tuntia.
The student is able to determine and use the concepts and methods of mathematics of finance. The student can solve basic level compound interest and present value problems. The student can take responsibility for any of his individual duties in routine mathematics of finance activities and is able to make some contribution in a group.
The student has the competence of explaining the concepts and methods of mathematics of finance and applying them in cases of reasonable difficulty. The student works actively and cooperates responsibly and constructively both individually and in a group. The student can solve compound interest, present value and annuity exercises and problems as well as interpret the answers for the benefit of business projects and activities. His/her courses of action are well justified.
The student can analyse mathematics of business exercises and work on related business cases
individually. The student is able to choose approaches and construct equations and formulas applying the assigned mathematics of finance theory skillfully. The student can produce analyses and correct solutions to compound interest, present value and annuity problems as well as interpret the answers profoundly for the benefit of business projects and activities. The student’s courses of action are very well justified, and he/she makes noticeable contribution to group work, cooperating responsibly, constructively and flexibly in a committed manner.
Englanti
24.10.2022 - 31.12.2022
15.08.2022 - 13.10.2022
2 op
22IB3
22IB2
22IB4
22IB1
Adrián Somlósi-Kovács
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student is able to determine and use the concepts and methods of mathematics of finance. The student can solve basic level compound interest and present value problems. The student can take responsibility for any of his individual duties in routine mathematics of finance activities and is able to make some contribution in a group.
The student has the competence of explaining the concepts and methods of mathematics of finance and applying them in cases of reasonable difficulty. The student works actively and cooperates responsibly and constructively both individually and in a group. The student can solve compound interest, present value and annuity exercises and problems as well as interpret the answers for the benefit of business projects and activities. His/her courses of action are well justified.
The student can analyse mathematics of business exercises and work on related business cases
individually. The student is able to choose approaches and construct equations and formulas applying the assigned mathematics of finance theory skillfully. The student can produce analyses and correct solutions to compound interest, present value and annuity problems as well as interpret the answers profoundly for the benefit of business projects and activities. The student’s courses of action are very well justified, and he/she makes noticeable contribution to group work, cooperating responsibly, constructively and flexibly in a committed manner.
Englanti
24.10.2022 - 31.12.2022
15.08.2022 - 13.10.2022
2 op
22IB7
22IB6
22IB5
22IB8
Adrián Somlósi-Kovács
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student is able to recognise and analyse the organisation's processes and understand the basic principles of how they work together. The student understands the basic methodology of how to improve the processes' efficiency and their added value to both internal and external stakeholders. The student understands the importance of various, relevant stakeholders and the way how the information they each represent needs to be connected in order for the entire organisation to operate soundly. The student has a limited ability to plan and steer the organisation's processes.
The student is able to map entire organisation's processes and the way how they connect and interact as well with each other, as both internal and external stakeholders. The student knows several relevant tools which he/she can independently apply in various operations management situations. The student knows how and from where to acquire the necessary systemic information in order to analyse, improve and manage organisation's processes. The student is capable of adapting to changed requirements depending on which of the life-cycle stages the concerned processes are currently in. The student also understands how the processes are linked to the management supporting ERP-systems.
The student is able to plan, erect and manage any of the organisation's processes and to apply relevant tools where necessary. The student also knows how to manage the entity of organisation's processes and operations effectively. The student can question any of organisation's operation and focus his/hers attention on relevant attributes in order to improve their overall performance. The student also understands the meaning of channel separation and can apply this both when summoning information and capitalising on the collected information on practical level. The student can also benchmark an organisation and its processes, detecting pertinent bottlenecks or improvement areas. The student possesses also basic managerial strategic knowledge regarding execution of operations and processes.
Sean Morga
- Presentation material
- Assigned books (Operations Management, Slack, Chambers et al, multiple versions)
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
Englanti
07.09.2022 - 12.10.2022
08.06.2021 - 13.10.2022
4 op
22KVHN2
21IB
0 - 40
Sean Morga, Boudaoud Mezrar
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Project work / project case study
Details given in the first class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend class sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Details given in the first lesson
Student participation has been on adequate level based on course schedule
Student has the basic understanding on Operations management in general
Student has demonstrated basic skills by submitting required tasks and asignments during the course
Student's participation has been active during contact lessons and online between lessons.
Student understands operative roles, tasks and challenges
Student can apply the knowledge in verbal conversations and written deliverables
Student is capable of applying all the acquired knowledge in to relevant, working life situations
Student has actively partipated and contributed to course implementation
Student has professional level of knowledge and wide understanding of operational model of different organisations
Student has demonstrated high skill level in operational management and created value and shared information to other partipants
Student is exceptionally capable of applying all the acquired knowledge in to relevant, working life situations
The student is able to recognise and analyse the organisation's processes and understand the basic principles of how they work together. The student understands the basic methodology of how to improve the processes' efficiency and their added value to both internal and external stakeholders. The student understands the importance of various, relevant stakeholders and the way how the information they each represent needs to be connected in order for the entire organisation to operate soundly. The student has a limited ability to plan and steer the organisation's processes.
The student is able to map entire organisation's processes and the way how they connect and interact as well with each other, as both internal and external stakeholders. The student knows several relevant tools which he/she can independently apply in various operations management situations. The student knows how and from where to acquire the necessary systemic information in order to analyse, improve and manage organisation's processes. The student is capable of adapting to changed requirements depending on which of the life-cycle stages the concerned processes are currently in. The student also understands how the processes are linked to the management supporting ERP-systems.
The student is able to plan, erect and manage any of the organisation's processes and to apply relevant tools where necessary. The student also knows how to manage the entity of organisation's processes and operations effectively. The student can question any of organisation's operation and focus his/hers attention on relevant attributes in order to improve their overall performance. The student also understands the meaning of channel separation and can apply this both when summoning information and capitalising on the collected information on practical level. The student can also benchmark an organisation and its processes, detecting pertinent bottlenecks or improvement areas. The student possesses also basic managerial strategic knowledge regarding execution of operations and processes.
Sean Morga
- Presentation material
- Assigned books (Operations Management, Slack, Chambers et al, multiple versions)
- Articles and case studies
- Video
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
Englanti
08.09.2022 - 13.10.2022
08.06.2021 - 08.09.2022
4 op
22KVHN2
21IB
0 - 40
Sean Morga, Boudaoud Mezrar
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Project work / project case study
Details given in the first class meeting
Cases and discussion, global operational business environment
According to TAMK schedule, ECT credits and Moodle timing instructions.
Students are expected to:
- Attend class sessions
- Participate in group discussions and activities
- Complete the final report and exam
- Study materials given to them on their own time
Details given in the first lesson
Student participation has been on adequate level based on course schedule
Student has the basic understanding on Operations management in general
Student has demonstrated basic skills by submitting required tasks and asignments during the course
Student's participation has been active during contact lessons and online between lessons.
Student understands operative roles, tasks and challenges
Student can apply the knowledge in verbal conversations and written deliverables
Student is capable of applying all the acquired knowledge in to relevant, working life situations
Student has actively partipated and contributed to course implementation
Student has professional level of knowledge and wide understanding of operational model of different organisations
Student has demonstrated high skill level in operational management and created value and shared information to other partipants
Student is exceptionally capable of applying all the acquired knowledge in to relevant, working life situations
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
Elena Grigorova
- Materials in Moodle
- Student’s own research (enquiry based learning)
Lectures, discussions, group and individual work, independent study.
Some tasks are linked to activities in the professional development project (virtual firms).
The assessment is based on successful completion of the following tasks and activities:
- Internal Communication Scenarios - 25% (self, peer, teacher evaluation)
- Communication Manual (Business Documentation) - 25% (self, peer, teacher evaluation)
- Written Exam - 30% (teacher evaluation)
- Extension Tasks, Engagement and Course Participation - 20% (teacher evaluation)
Grading rubrics will be provided for assessed tasks, and will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).
Englanti
01.08.2022 - 31.12.2022
08.06.2021 - 29.08.2022
3 op
22IB3
22IB2
22IB4
22IB1
Elena Grigorova
Mandatory attendance: 80%
No hybrid option (some students on campus, some online).
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
If a student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through HyväHot / CreTa system.
Students who have acquired relevant skills and competencies through extensive work experience may complete the course through demonstration of competencies.
Such cases have to be discussed with the course teacher at the beginning of the course, and students may be required to complete additional assignments to demonstrate their knowledge and skills.
The course is supportive of the professional development project the students are undertaking and is based on real life experience of working business and commerce.
Please see Methods and Grounds for Evaluation.
Further details will be provided in Moodle.
The course will examine international organizational communication. Students will consider and reflect upon the impact and diversity of culture to organizational communications, using examples from the teacher and students' experiences.
Total hours: 3 cr x 27 h = 81 h
- Contact lessons 36 hours (12 x 3 h)
- Independent study 45 hours
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
Elena Grigorova
- Materials in Moodle
- Student’s own research (enquiry based learning)
Lectures, discussions, group and individual work, independent study.
Some tasks are linked to activities in the professional development project (virtual firms).
The assessment is based on successful completion of the following tasks and activities:
- Internal Communication Scenarios - 25% (self, peer, teacher evaluation)
- Communication Manual (Business Documentation) - 25% (self, peer, teacher evaluation)
- Written Exam - 30% (teacher evaluation)
- Extension Tasks, Engagement and Course Participation - 20% (teacher evaluation)
Grading rubrics will be provided for assessed tasks, and will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).
Englanti
01.08.2022 - 31.12.2022
08.06.2021 - 31.08.2022
3 op
22IB7
22IB6
22IB5
22IB8
Elena Grigorova
Mandatory attendance: 80%
No hybrid option (some students on campus, some online).
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
If a student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through HyväHot / CreTa system.
Students who have acquired relevant skills and competencies through extensive work experience may complete the course through demonstration of competencies.
Such cases have to be discussed with the course teacher at the beginning of the course, and students may be required to complete additional assignments to demonstrate their knowledge and skills.
The course is supportive of the professional development project the students are undertaking and is based on real life experience of working business and commerce.
Please see Methods and Grounds for Evaluation.
Further details will be provided in Moodle.
The course will examine international organizational communication. Students will consider and reflect upon the impact and diversity of culture to organizational communications, using examples from the teacher and students' experiences.
- Contact lessons 39 hours (13 x 3 h)
- Independent study 42 hours
The student can name the various participants in the communications process and describe communications theory. The student can identify internal and external communications and describe or illustrate the communications process. The student can communicate simple messages in spoken English and present simple, factual information and follow templates to produce routine written communications content. The student is able to communicate in a business environment by participating in both speaking/listening, reading/writing activities.
The student can explain the role of participants and describe the processes of communications theory. The student can explain and apply communications processes to their own business simulation and develop internal and external communications strategies. The student can explain the communication principles of the public relations process, describe, and plan a communications process. The student is able to explain phenomena clearly by speaking and writing in English and take account of cultural norms when devising or responding to communications from other cultures. The student is able to present complex ideas and information, take account of and adjust communication so that it is appropriate for the audience and medium being used. The student demonstrates the ability to evaluate and adapt their communications approach based on the context and reaction of recipients and is open to new communications methods, channels and ideas.
The student can explain modern theories of communication, analyse the communications structures within an organization, design a public relations response to a business situation and explain, evaluate and critique the public relations process of a given organization. The student can design and implement solutions to communications problems within an organization, analyse communications issues and synthesise possible solutions and recognise possible implications. The student can collaborate with fellow learners during the learning process and evaluate different communications approaches. The student can improvise during a presentation to deal with unforeseen challenges and connect ideas and information from diverse sources and synthesis this to construct new understanding. The student can demonstrate the ability to adapt their communications as appropriate to context, situation, and level of formality. The student is tolerant of those who have different cultural communication norms and values. He/she is open to new communication methods and ideas, including those driven by modern technological solutions. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to listen actively.
Pass:
The student completes practical training for the required length in practical assignments in their field of study. He/she is able to apply the rules, knowledge and skills to their practical training. All the required documentation is submitted to the practical training supervisor and the feedback discussion takes place. The student is able to give and receive feedback and take responsibility of his/her own work.
Fail:
The student has does not complete the required length of practical training in their field of study. The required documents are not submitted to the supervisor, and no feedback discussion takes place with the practical training supervisor.
Marita Tuomala
Guidelines for Practical Training are discussed during the Practical Training Orientation. Description of Practical Training can be found in IB Curriculum and more detailed guidelines in TAMK Intra, student's handbook.
Before starting the practical training the students will need to participate in a Practical Training Orientation which will be arranged during the autumn term of the second study year. The student must contact the Practical Training Supervisor at TAMK well in advance before signing the practical training agreement. A written agreement is always required. Students will have a supervisor both in the company and at TAMK during their practical training. Students are writing reports and weekly diaries during the practical training period.
During the practical training TAMK BBA students are building their knowledge and practical skills in the field of their chosen mandatory module of the TAMK BBA programme. Evaluation is based on practical training reports and final discussion after the practical training period -> pass.
Englanti
01.08.2022 - 31.12.2022
08.06.2021 - 30.08.2022
30 op
20IB
Marita Tuomala, Janne Hopeela
For more information please contact either:
Marita Tuomala; marita.tuomala@tuni.fi or
Janne Hopeela; janne.hopeela@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
Hyväksytty/hylätty
In case of accreditation of your previous work experience please contact either Ms. Tuomala or Mr. Hopeela
During the practical training period the students will learn the organizational culture of the employer and rules of the working life. Students will find the work placement themselves. Students are able to use TAMK's JobTeaser portal to find internships.
No exam. Students are writing reports and weekly diaries during the practical training period.
Finnish degree students are recommended to look for practical training positions abroad and foreign degree students either in Finland or abroad. We have some international connections; please contact your practical training supervisors.
The practical training is 30 ECTS which equals 5 months of full-time work (20 working weeks). The practical training can be done in no more than two parts.
Pass - when all the required reports and a copy of the work certificate have been returned to the practical training supervisor and the feedback discussion has taken place between the student and the practical training supervisor at TAMK.
The student is able to name teamwork roles and principles. The student recognises team development phases. The student can act as a team member. The student can give and receive feedback.
The student applies teamwork principles in his/her own team behavior. The student is able to solve teamwork tasks and teamwork related problems. The student takes responsibility and commits to teamwork. The student develops his/her own teamwork skills.
The student understands how effective team works in professional context. The student is able to adopt different team roles in various team tasks creatively. The student can cooperate responsibly, flexibly and constructively in a team. The student contributes actively to improve team’s performance and collective action.
Petteri Vilén
The materials are to be distributed during the classes, during the fall and spring semester. Including books, articles, networking and other relevant sources.
Tutorial coaching and teaching, team working, exercises, individial working.
Grading scale is 0-5.
The grading is based on student activity, team peer evaluation and coach evaluation.
Englanti
01.08.2022 - 31.05.2023
08.06.2021 - 30.08.2022
4 op
22IB3
22IB2
22IB7
22IB6
22IB5
22IB4
22IB1
22IB8
Sean Morga, Petteri Vilén, Elena Grigorova, Marja-Liisa Timperi, Tuomo Soini
Petteri Vilén; petteri.vilen@tuni.fi
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
To be defined by the teachers.
There are virtual firms to be established by the students, with real business connections when applicable
Assignments are to be informed during the classes.
The course is part of International Business studies; international students from various regions.
The course is running 4 periods, totally 4 credits. One credit per period.
The course (Professional Development) content and themes are aligned with subject studies, based on the following periodical set up:
Period 1:Business environment
Period 2:Establishing a new business
Period 3:Towards profitable business
Period 4: International business and market development
Student has not participated in team activities and team projects.
Sufficient participation in team activities and sufficient contribution to team projects.
Good participation in team activities and good contribution to team projects.
Excellent participation in team activities and excellent contribution to team projects.
The student is able to conduct sales negotiations in different target markets. The student knows basic techniques for understanding customer needs. He/she is somewhat familiar with persuasion techniques used in professional selling. The student can give simple sales presentations. He/she knows how to close sales in some situations. The student is aware of digital tools used in the sales process.
The student is able to conduct sales negotiations in both B2B and B2C settings in different target markets. The student can ask questions to understand customer needs. He/she is familiar with persuasion techniques used in professional selling. The student can identify sales prospects. The student can make professional sales presentations and is familiar with the methods of overcoming sales resistance. He/she knows how to close sales, resulting in enduring buyer-seller relationships. The student is familiar with digital tools in the sales process.
The student is able to conduct complex sales negotiations in both, B2B and B2C settings in domestic and international target markets. The student can ask the right questions to fully understand customer needs. He/she is familiar with different persuasion techniques used in professional selling. The student understands the role of social influence in sales settings and he/she can identify sales prospects. The student can make professional sales presentations and is familiar with various methods of overcoming sales resistance. He/she knows how to close sales, resulting in long-lasting and mutual beneficial buyer-seller relationships. The student is familiar and able to use diverse digital tools in the sales process.
Not approved
The student has poor skills of conducting sales negotiations. The student is unaware of basic techniques for understanding customer needs. He/she is unfamiliar with persuasion techniques used in professional selling. The student is unable to give sales presentations. He/she does not know how to close sales. The student is unaware of digital tools used in the sales process.
Juha Tuominen
Englanti
28.10.2022 - 16.12.2022
08.06.2021 - 06.11.2022
4 op
22KVHN2
21IB
0 - 40
Juha Tuominen, Jarmo Tuominiemi
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
The student is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information about a company, product and services. He/she communicates in expected oral work life situations but requires help. The student interprets and produces the most common business life communication situations (e.g. phone) and recognises the characteristics of Nordic operational environment. The student interprets the main points of publications of his/her field of study.
The student is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly. He/she communicates fairly fluently and actively in expected oral work life situations. The student takes into account the characteristics of Nordic operational environment and utilises the publications of their field of study.
The student is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures. He/she communicates naturally and fluently in various, even challenging, oral work life situations (e.g. creating and maintaining customers). The student can work successfully in the Nordic operational environment and utilise, apply and analyse publications of their field of study.
Sari Hanska
Kirja: Hanska Sari, Keränen Marit, Lehtoviita Kirsi, Pirttilä Mia: Gå med vinst! Affärssvenska för högskolor. HUOM! 4. uudistettu painos 2022 (Edita), ja opettajan lisämateriaali.
Kirjaa on saatavana myös digitaalisessa muodossa: https://shop.edita.fi/tuote/ga-med-vinst-affarssvenska-for-hogskolor-2022
Lähiopetus, argumentointi, esitelmät, yhteistoiminnallinen oppiminen, harjoitukset, suullinen tentti.
Jatkuva näyttö sekä video. Läsnäolo 80 %.
Suomi
29.08.2022 - 19.12.2022
02.07.2022 - 05.09.2022
2 op
21ENTRE
21IB
Sari Hanska
Esitiedot: lukion ruotsi tai vastaavat tiedot.
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
-
-
Suullisen kielitaidon osoittaminen videolla. Palautus viimeistään su 4.12.2022.
-
Koko ruotsin kielen 5 opintopisteen opintojakso suoritetaan samanaikaisesti (Professionell svenska i handelsbranschen, muntlig 2 op ja Professionell svenska i handelsbranschen, skriftlig 3 op). Lähiopetus 60 h ja opiskelijan itsenäinen työskentely 60 h (sis. virtuaaliosuuden).
Opetusta 1. ja 2. periodilla syyslukukaudella 2022.
Opintojakso on hylätty, mikäli opiskelija ei saavuta arviointikriteerien taitotasoa 1.
Opiskelija osaa
- kertoa lyhyesti itsestään (koulutus, työkokemus, osaaminen) ja esitellä perustiedot yrityksestä, tuotteista ja palveluista
- kommunikoida ennakoitavissa suullisissa työelämän tilanteissa, mutta tarvitsee apua
- tulkita ja tuottaa tavallisimpia liike-elämän viestejä (mm.puhelin)
- tunnistaa pohjoismaisen toimintaympäristön piirteitä
- ottaa selvää oman alansa julkaisujen pääsisällöstä
Opiskelija osaa
- kertoa itsestään (koulutus, työkokemus, osaaminen) ja esitellä selkeästi yritystä, tuotteita ja palveluita suhteellisen vaivattomasti
- kommunikoida suhteellisen sujuvasti ja aktiivisesti erilaisissa ennakoitavissa suullisissa työelämän tilanteissa
- ottaa huomioon pohjoismaisen toimintaympäristön erityispiirteitä
- hyödyntää oman alansa julkaisutarjontaa
Opiskelija osaa
- esitellä monipuolisesti itseään (koulutus, työkokemus, osaaminen) sekä yritystä, sen tuotteita ja palveluita ja analysoida tunnuslukuja
- kommunikoida luontevasti ja sujuvasti erilaisissa haastavissakin suullisissa työelämän tilanteissa (mm. asiakkuuksien luominen ja ylläpitäminen)
- työskennellä menestyksellisesti pohjoismaisessa toimintaympäristössä
- hyödyntää, soveltaa ja analysoida oman alansa julkaisuja
The student is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information about a company, product and services. He/she communicates in expected written work life situations but requires help. The student interprets and produces the most common business life communication situations (e.g. e-mail), recognises the characteristics of Nordic operational environment and interprets the main points of publications of their field of study.
The student is able to tell about themselves (education, work experience, skills) and introduce a company, product and services fairly effortlessly. He/she communicates fairly fluently and actively in expected written work life situations. He/she is able to interpret and create common business documents (e.g. memo) and take into account the characteristics of Nordic operational environment. The student utilises the publications of their field of study.
The student is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures. He/she communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers).
Sari Hanska
Kirja: Hanska Sari, Keränen Marit, Lehtoviita Kirsi, Pirttilä Mia: Gå med vinst! Affärssvenska för högskolor (Edita). HUOM! 4. uudistettu painos 2022 ja opettajan materiaali Moodlessa.
Kirjaa on saatavana myös digitaalisessa muodossa: https://shop.edita.fi/tuote/ga-med-vinst-affarssvenska-for-hogskolor-2022
Lähiopetus, argumentointi, opetussimulaatiot, yhteistoiminnallinen oppiminen, harjoitukset, aktivoivat kirjoitustehtävät, referaatti/essee, itsenäinen verkko-opiskelu sekä kirjallinen tentti.
Kirjallisesessa kielitaidossa on kaksi tenttiä (40 % + 40 % arvosanasta) sekä palautettavia kirjallisia harjoituksia (20 % arvosanasta).
Opintojaksopalaute on pakollinen osasuoritus ja se annetaan opintojaksopalautejärjestelmän kautta.
Läsnäolo 75 %.
Suomi
29.08.2022 - 19.12.2022
02.07.2022 - 05.09.2022
3 op
21ENTRE
21IB
Sari Hanska
Esitiedot: lukion ruotsi tai vastaavat tiedot.
TAMK Kielet ja viestintä
Bachelor's Degree Programme in International Business
TAMK Pääkampus
1 op
0-5
-
-
Kirjallinen tentti 1: pe 14.10.2022 luokka B4-22
Kirjallinen tentti 2: viikot 49 - 50 Examissa
Palautettavat ja arvioitavat harjoitukset: palautus 1 su 2.10.2022 mennessä ja palautus 2 ke 14.12.2022 mennessä
Tenttien uusinnat ilmoitetaan myöhemmin.
-
Koko ruotsin kielen 5 opintopisteen opintojakso suoritetaan samanaikaisesti (Professionell svenska i handelsbranschen, muntlig 2 op ja Professionell svenska i handelsbranschen, skriftlig 3 op). Lähiopetus 60 h ja opiskelijan itsenäinen työskentely 60 h (sis. virtuaaliosuuden).
Opetusta 1. ja 2. periodilla syyslukukaudella 2022.
Opiskelija osaa
- kertoa lyhyesti itsestään (koulutus, työkokemus, osaaminen) ja esitellä perustiedot yrityksestä, tuotteista ja palveluista
- kommunikoida ennakoitavissa kirjallisissa työelämän tilanteissa, mutta tarvitsee apua
- tulkita ja tuottaa tavallisimpia liike-elämän viestejä (mm. s-posti)
- tunnistaa pohjoismaisen toimintaympäristön piirteitä
- ottaa selvää oman alansa julkaisujen pääsisällöstä
Opiskelija osaa
- kertoa itsestään (koulutus, työkokemus, osaaminen) ja esitellä selkeästi yritystä, tuotteita ja palveluita suhteellisen vaivattomasti
- kommunikoida suhteellisen sujuvasti ja aktiivisesti erilaisissa ennakoitavissa kirjallisissa työelämän tilanteissa
- tulkita ja laatia tavallisia liike-elämän asiakirjoja (mm. tarjous)
- ottaa huomioon pohjoismaisen toimintaympäristön erityispiirteitä
- hyödyntää oman alansa julkaisutarjontaa
Opiskelija osaa
- esitellä monipuolisesti itseään (koulutus, työkokemus, osaaminen) sekä yritystä, sen tuotteita ja palveluita ja analysoida tunnuslukuja
- kommunikoida luontevasti ja sujuvasti erilaisissa haastavissakin kirjallisissa työelämän tilanteissa (mm. asiakkuuksien luominen ja ylläpitäminen)
- tulkita ja laatia liike-elämän asiakirjoja kohderyhmälle sopivalla tavalla
- työskennellä menestyksellisesti pohjoismaisessa toimintaympäristössä
- hyödyntää, soveltaa ja analysoida oman alansa julkaisuja
The student has rudimentary knowledge of quantitative and qualitative research methods, including data collection methods such as surveys, interviews and observations. He/she is capable of collecting and analysing basic customer data. The student has elementary skills in planning and implementing a research project in the context of customer intelligence.
The student has advanced knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews and observations. The student knows the difference between primary and secondary data. He/she is able to select suitable data collection methods for a variety of situations and provide reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student is skilled in planning and implementing a research project in the context of customer intelligence.
The student has excellent knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews, observations, document analysis and others. The student knows the difference between primary and secondary data. He/she is able to select accurate data collection methods for a variety of situations and justify reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student has profound skills in planning and implementing a research project in the context of customer intelligence. The student thoroughly understands how data, analytics, and insights work together.
Tuomo Soini
Englanti
01.08.2022 - 31.12.2022
02.07.2022 - 31.08.2022
6 op
22KVHN2
21IB
0 - 40
Sari Matala, Adrián Somlósi-Kovács, Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
0-5
The student has rudimentary knowledge of quantitative and qualitative research methods, including data collection methods such as surveys, interviews and observations. He/she is capable of collecting and analysing basic customer data. The student has elementary skills in planning and implementing a research project in the context of customer intelligence.
The student has advanced knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews and observations. The student knows the difference between primary and secondary data. He/she is able to select suitable data collection methods for a variety of situations and provide reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student is skilled in planning and implementing a research project in the context of customer intelligence.
The student has excellent knowledge of quantitative, qualitative and mixed research methods, including diverse data collection methods such as surveys, interviews, observations, document analysis and others. The student knows the difference between primary and secondary data. He/she is able to select accurate data collection methods for a variety of situations and justify reasons for the selection. The student knows how to collect and analyse customer data. He/she is able to utilise the gained insights to improve business processes. The student has profound skills in planning and implementing a research project in the context of customer intelligence. The student thoroughly understands how data, analytics, and insights work together.
Tuomo Soini
Englanti
01.08.2022 - 31.12.2022
02.07.2022 - 31.08.2022
6 op
22KVHN2
21IB
0 - 40
Sari Matala, Adrián Somlósi-Kovács, Tuomo Soini
International Business
Bachelor's Degree Programme in International Business
0-5
The student has rudimentary knowledge of service design thinking, including data collection methods such as surveys, interviews and observations. He/she is capable of using basic design thinking tools such as Empathy Map. The student has elementary skills in planning and implementing a research project in the context of service design thinking.
The student has advanced knowledge of Service Design Thinking methods, including such as Value Proposition Canvas and Lean Canvas. The student knows the difference between customer centric and customer based. He/she is able to select suitable Service Design methods for a variety of situations and provide reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student is skilled in planning and implementing a service design project in the context of e-commerce.
The student has excellent knowledge of service design methods, including interviews, observations, document analysis and others. He/she is able to select accurate service design methods for a variety of situations and justify reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student has profound skills in planning and implementing a service design project in the context of e-commerce. The student thoroughly understands how service design, value chain and customer-centricity work together.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
The evaluation is based on the team's service design project outcome and individual learning diary.
Englanti
06.09.2022 - 29.11.2022
08.06.2021 - 06.09.2022
5 op
21IB
Sean Morga, Jouni Viidanoja
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Knowledge gained from the course can be applied to various projects in which service design/ design thinking is applicable.
N/A
Multiple global case studies will be used in the course
According to TAMK schedule, ECT credits and Moodle timing instructions. Students are expected to:
- Attend zoom sessions
- Participate in group discussions and workshops
- Complete the course project
- Study materials given to them on their own time
Details given in the first lesson
The student has rudimentary knowledge of service design thinking, including data collection methods such as surveys, interviews and observations. The student is capable of using basic design thinking tools such as empathy maps. The student has elementary skills in planning and implementing a research project in the context of service design thinking.
The student has advanced knowledge of service design thinking methods, such as value proposition canvas and lean canvas. The student knows the differences between customer-centric and customer-based. The student is able to select suitable service design methods for a variety of situations and provide reasons for the selection. The student knows how to build a value chain. The student is able to utilize gained insights to improve business processes. The student is skilled in planning and implementing a service design project in the context of e-commerce.
The student has excellent knowledge of service design methods, including interviews, observations, document analysis and others. The student is able to select accurate service design methods for a variety of situations and justify reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student has profound skills in planning and implementing a service design project in the context of e-commerce. The student thoroughly understands how service design, value chain and customer-centricity work together.
The student has rudimentary knowledge of service design thinking, including data collection methods such as surveys, interviews and observations. He/she is capable of using basic design thinking tools such as Empathy Map. The student has elementary skills in planning and implementing a research project in the context of service design thinking.
The student has advanced knowledge of Service Design Thinking methods, including such as Value Proposition Canvas and Lean Canvas. The student knows the difference between customer centric and customer based. He/she is able to select suitable Service Design methods for a variety of situations and provide reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student is skilled in planning and implementing a service design project in the context of e-commerce.
The student has excellent knowledge of service design methods, including interviews, observations, document analysis and others. He/she is able to select accurate service design methods for a variety of situations and justify reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student has profound skills in planning and implementing a service design project in the context of e-commerce. The student thoroughly understands how service design, value chain and customer-centricity work together.
Sean Morga
- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books
- Lectures
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research
According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being
The evaluation is based on the team's service design project outcome and individual learning diary.
Englanti
06.09.2022 - 29.11.2022
08.06.2021 - 06.09.2022
5 op
21IB
Sean Morga, Jouni Viidanoja
N/A
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
N/A
Knowledge gained from the course can be applied to various projects in which service design/ design thinking is applicable.
N/A
Multiple global case studies will be used in the course
According to TAMK schedule, ECT credits and Moodle timing instructions. Students are expected to:
- Attend zoom sessions
- Participate in group discussions and workshops
- Complete the course project
- Study materials given to them on their own time
Details given in the first lesson
The student has rudimentary knowledge of service design thinking, including data collection methods such as surveys, interviews and observations. The student is capable of using basic design thinking tools such as empathy maps. The student has elementary skills in planning and implementing a research project in the context of service design thinking.
The student has advanced knowledge of service design thinking methods, such as value proposition canvas and lean canvas. The student knows the differences between customer-centric and customer-based. The student is able to select suitable service design methods for a variety of situations and provide reasons for the selection. The student knows how to build a value chain. The student is able to utilize gained insights to improve business processes. The student is skilled in planning and implementing a service design project in the context of e-commerce.
The student has excellent knowledge of service design methods, including interviews, observations, document analysis and others. The student is able to select accurate service design methods for a variety of situations and justify reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student has profound skills in planning and implementing a service design project in the context of e-commerce. The student thoroughly understands how service design, value chain and customer-centricity work together.
The student is able to describe the basic concepts of strategic management. He/she is able to conduct his/her part and participate in the team assignment. He/she is able to work with relevant tools and standard approaches to their implementation. He/she understands the key role of strategic management and its relationship with tactical and operational management. He/she can understand the basic strategic decisions of real companies.
The student knows the strategic concepts and is able to identify their implementation in the behavior of existing companies. He/she is able to apply standard approaches in the whole process of strategic management. He/she understands the suitability of typical strategic decisions and activities of companies. He/she is able to analyze a strategic problem when he/she has needed data and information. He/she can be a beneficial team member for teams dealing with concrete activity within the strategic process – e.g., strategic research and analysis, and can be responsible for the outputs.
The student demonstrates deep knowledge and understanding of the whole process of strategic management. He/she is able to apply knowledge of strategic management to come up with a proposal for solutions to topics relevant to the development of the company. He/she is able to explain different concepts and define their strengths and weaknesses in the context of the specific situation. He/she can be a key or even leading member of a team preparing strategy or being responsible for strategic management of the organization. He/she has an excellent capacity to identify strategic problems both in the company and in the business environment and come up with a proposal for an original solution.
HITT, M. A., IRELAND, R. D., HOSKISSON, R. E. Strategic Management - Competitiveness and Globalization: Concepts and Cases. 12th ed., South-Western College Pub, 2017. 896 p. ISBN 978-1-305-50214-7.
COLLIS, D. J., MONTGOMERY, C. A. Corporate strategy - Resources and the Scope of the Firm. 2nd ed., McGraw-Hill, 2004. 204 p. ISBN 978-00-7231-286-7.
GRANT, R. M. Contemporary Strategy Analysis: Text and Cases Edition. John Wiley & Sons, 2016. 776 p. ISBN 978-11-1912-084-1.
KOTLER, P., KELLER, K. L. Marketing Management. 14. ed. Pearson, 2011. 816 p. ISBN 978-01-3210-292-6.
PORTER, M. E. Competitive Advantage. First Free Press Export Edition: Free Press, 2004. 557 s. ISBN 0-7432-6087-2.
MINTZBERG, H., QUINN, J. B., GHOSHAL, S. The Strategic Management Process. Revised European Edition. Prentice Hall Europe 1998, 1036 p. ISBN 0-13-675984-X.
PORTER, M. E. Competitive Strategy. First Free Press Export Edition: Free Press 2004. 396p. ISBN 0-7432-6088-0.
The course is fully online. Studying is mainly based on students’ teamwork around a business case, coached by the teacher. Regular virtual meetings are an essential part of the course. Participation is mandatory as topics are developed during our sessions and students are presenting partial tasks. The theoretical part will be studied through lectures and self-study materials.
Evaluation is based on the project and its defence and the active participation in the classes and teamwork.
Active participation is evaluated by four tasks presented during seminars. Assignment of tasks will be specified at the beginning of the course. Deliverable will be a video presentation – up to 15 minutes, which must be ready at least three days before the session. Students will be asked to give feedback to one chosen team during the session.
Project deliverables. Students will deliver a complete project report for the final defence. Deadline, form, and content will be specified at the beginning of the course. Students will have 5 minutes to introduce the project during the final defence and they can prepare any material for that introduction.
Ealuation scale:
1 – 50 – 59 points
2 – 60 – 69 points
3 – 70 – 79 points
4 – 80 – 89 points
5 – 90 points and more
Englanti
29.08.2022 - 10.10.2022
02.07.2022 - 26.08.2022
5 op
20IB
22CAMPUSONLINE
21IB
0 - 40
Tuula Andersson
The course is given by PhD Robert Zich from Brno University of Technology.
Questions, more information about the course: Tuula.andersson@tamk.fi
Bachelor's Degree Programme in International Business
TAMK Pääkampus
1 op
5 op
0-5
None
The students will be working with a business case. They can choose from two options – an analytical project or a comprehensive project. Analytical project is focused on analysis and description of the strategy of existing real companies. A comprehensive project is focused on a proposal for the strategy of an existing company or strategy for a business idea students have. Students will work with the recommended structure of both projects which help them to formulate a specific assignment for each team. Practical work is included in the sense of working with real market information and situation. Tasks solved within sessions are project-related and based on the behavior of existing companies.
The final evaluation is based on two inputs. The first one is the evaluation of partial outputs presented during sessions or consulting sessions. The second part is the final defence organized at the end of the course individually with every team. Theoretical knowledge must be demonstrated during the final defence, which means, that students have to demonstrate knowledge of concepts they used in their projects.
The students should realize that it is very difficult to improve the final grade afterwards because the evaluation is based on continuous work and outputs on the output of the project and is influenced by teamwork skills.
This course is executed in cooperation with, Brno University of Technology, Institute of Management in the Czech Republic.
Student time use 135 hours altogether.
24 – online sessions
12 – online project consulting
9 – final project defence
90 – teamwork and independent study
1. Importance, specifics, and process of strategic management. Strategy as a process, way of thinking, framework, plan and set of tools. BEA1 tool in strategic management. Delta approach defining the idea of strategic development. Competitive space as the concept of the business environment.
2. Hierarchical and alternative approach to strategy. Definition and evaluation of strategic goals in the context of vision, mission, corporate, business, and functional strategy. 3D view of strategic objectives. Application of SMART principles in strategic management. A goal-oriented approach to stakeholders.
3. Meaning, structure, specific, and evaluation of requirements of strategic research and analysis. Project principles in strategic research and analysis. Competitive market mapping. Definition of the range of competitive market. Evaluation of competition and competitive relations. Competitive comparison.
4. Business strategy as frameworks of competitive and business behavior of a company. Definition of a strategic business unit. Application of business models for definition of business strategy. Application of structure of marketing mix for the formulation of business strategy. Competitive character of business strategy. Competitive advantage.
5. Value for the customer as a key point of strategic management. Value chain, a value system as a basic approach to value creation. Value creation in the concept of resources and core competences. Value creation and value cocreation concept. Value in the context of business and corporate strategy. The triangle of corporate advantage.
6. Strategy of a diversified company. Evaluation of diversification of the company. Strategic business unit concept. Restructuring of a diversified company. Cooperative strategies and internationalization.
7. Approaches to formulation and evaluation of conclusion of analysis and formulation of foundation for strategy formulation. Factors influencing strategy selection, approaches to strategic variants evaluation. Approaches to the formulation of strategy.
8. Implementation of the strategy – organizational aspects, strategic leadership, strategic control, action plan, strategic organizational culture. Communication and presentation of strategy
The student is able to identify and list principles of sustainability in tourism business as well as motivational factors for human-nature contact. The student recognises and is able to define the significance of well-being in tourism business and explain how it is included in tourism products. The student is able to participate actively in designing and organising an event.
The student is able to consider and evaluate principles of sustainability in event tourism products as well as motivational factors for human-nature contact. The student is able to explain the relationship between well-being aspects and success in tourism business. The student is able to design and organise an event as an active member of a team.
The student is able to profoundly understand the relationship of a human being and the sustainable use of nature in event tourism. He/she can include these elements to event tourism product development alongside with the well-being aspects. The student is able to design innovative events, organise and manage them in a leading role.
Sari Matala
Englanti
01.08.2022 - 16.10.2022
08.06.2021 - 30.08.2022
5 op
22KVRN2
22KVHN2
21IB
0 - 40
Sari Matala
International Business
Bachelor's Degree Programme in International Business
TAMK Pääkampus
0-5
Koulutusohjelmaan ei ole liitetty toteutuksia.
Bachelor of Business Administration, EQF 6
General admission criteria, see TAMK’s websites.
It is possible for students to have their prior competences recognised.
Completion of Degree Programme in International Business curriculum studies and achievement of related competence objectives.
The degree is a Bachelor's Degree -level professional higher education degree.
The degree complies with the criteria set by the Finnish national degree system as well as with the European framework for degrees and other competences.
The objective of the TAMK BBA in International Business is to prepare undergraduates for tasks demanding business expertise and for entry-level managerial positions worldwide. The Programme is targeted at students who want to work in a multicultural environment. The students will learn basic business skills and acquire competence essential for success in today’s international working life. The Programme will challenge you to look for your field of expertise and career path in business. A key element of the Programme is a required period of study abroad.
More detailed descriptions of the TAMK BBA in International Business courses, study methods, and grounds for assessment can be found in the online curriculum of the Programme: 16IB
STRUCTURE OF STUDIES
The BBA Degree Programme consists of the following parts:
• Basic and Professional Studies (145 ECTS credit points) including a required International Study Exchange of 4 - 6 months,
• Free-Choice Studies (20 ECTS credit points),
• International Practical Training (30 ECTS credit points)
• Bachelor’s Thesis (15 ECTS credit points)
For Finnish nationals, both a semester of study abroad and a practical training placement abroad are required parts of the degree Programme. For the students of other nationalities, study and training periods abroad are highly recommended but not required.
First Year - Basics of International Business
During the first year of studies, the objective is to give the students a broad perspective on the business operations of a company, including computing and communication skills. A theoretical approach is combined with learning-by-doing. Students learn to apply theory in practice right from the start, as they establish and operate a fictional Practice Enterprise.
Working life skills and competence are developed through the Practice Enterprise, through other modes of learning, and in collaborative learning sessions under the guidance of a team coach. In addition to the supervising work on the Practice Enterprise throughout the first year, the coaches have an on-going role in promoting individual and team learning skills. Within their teams, students learn together and practice their collaboration skills.
The contents of the first year study are presented in detail in separate module guides, which are distributed to students at the beginning of the academic year.
Second Year – Choosing the Fields of Specialization
At the end of the first year, the students will start to plan their own career paths. The second year will give the students a deeper insight into the functions of an internationalizing company.
They can choose two specialization modules (each 15 ECTS credit points) out of the following 7 options: Marketing, Finance, Supply Chain Management, Tourism, Entrepreneurship, Innovation and Multicultural Management.
Third Year – Exchange Studies and Practical Training
During the third year, the students (Finnish nationals) choose a foreign partner university for their semester of study abroad (= 4 - 6 months). The International Business Programme has some 130 partner universities all over the world. In addition, students (Finnish nationals) will spend a further 5 months abroad in a practical training placement. It can be done anywhere in the world; students are free to arrange their training placements to suit their own international career plans.
Fourth Year – Bachelor’s Thesis and Developing Professional Expertise
Ideally, the organization where students did their practical training will also commission their Bachelor’s Thesis, which is a development project requiring them to apply their knowledge and expertise to solve a specific problem for the company concerned.
Free-Choice Studies, 15 ECTS credits points
The TAMK BBA in International Business offers a selection of Free-Choice Studies in English. In addition to that, the yearly selection varies according to themes offered by visiting guest lecturers from partner universities.
International Practical Training, 30 ECTS credit points
The International Practical Training in the TAMK BBA in International Business Programme is done abroad (The Finnish nationals). The 5 month supervised placement gives the BBA students a chance to learn more about their own field of specialization. It is a learning process which is beneficial for the student, the company providing the placement and TAMK School of Business and Services. For the students of other nationalities, study and training periods abroad are highly recommended but not required.
Bachelor's Thesis, 15 ECTS credit points
The objective of the Bachelor's Thesis is to combine theoretical knowledge with practical skills, and in this way to produce topical solutions for the organization's needs. The thesis is written following the practices of scientific reporting and with emphasis on practical solutions for existing problems within the organization concerned. It can be a planning or development task, a research, a product, or a guide done for a company, a branch of local government, or other organizations. Ideally, the students should find a practical case for their final thesis during the practical training. Writing the Bachelor's Thesis will take from four to six months, depending on the topic and level of difficulty.
STUDYING
By studying in TAMK BBA in International Business Programme students learn how to function in business life. Students learn the habit of planning and keeping to schedules, co-operation skills, and the ability to access, evaluate, and deploy useful information. Learning is carried out by using a variety of methods, such as
• contact teaching
• virtual studies
• blended learning
• case studies
• development discussions
• research and development assignments with companies
• intensive programmes with international partner universities
• independent studies
• team-based assignments
• individual company projects
• portfolios
Student performance is graded on a scale of 1-5, unless otherwise stated. Setting and reaching personal study goals is the responsibility of each individual student. If a problem should arise with their studies, students can get help from a number of sources; the coaches, teachers, study counsellors, final thesis supervisors, study secretaries, student tutors, and the Head of International Business Programme.
Graduates from the TAMK BBA in International Business Programme face exciting professional opportunities in the fields, e.g. marketing, sales, export-import operations, product management, hospitality management and customer relations. TAMK graduates also work in supply chain management, project management or as consultants or entrepreneurs.
After BBA graduation, you will be eligible to apply for a Master’s Degree programme in Finland or abroad.
TAMK School of Business and Services provides a strong foundation for further studies in an internationally competitive, English-taught Master’s Degree Programme in International Business Management.
The Universities of Applied Sciences require 3 years of work experience from the field.
Assessment of study performances is based on TAMK assessment criteria.
The detailed assessment criteria can be found in course implementation plans. The teaching and assessment methods are agreed on with students at the beginning of each course.
Completion of studies and achievement of competence objectives in the extent set by the curriculum.
Day time teaching
The Ministry of Education and Culture’s definitions of policy and TAMK’s strategy have been considered in the curriculum.
The Degree Programme in International Business will be continuously developed based on the feedback from the students and employers.