Sustainable Wellbeing for CustomersLaajuus (5 cr)
Code: 8T00FT58
Credits
5 op
Objectives
Student:
- recognizes the importance of hospitality and empathy in the service business
- understand the importance, challenges and opportunities of sustainable development in their profession
- is able to describe, evaluate and visualize the service and the customer experience
- is able to structure well-being as a value-added factor of the service
- identify the link between the creation of well-being and the implementation of the service
- is able to take into account the possibilities of creating well-being in the production of new services
Content
WHAT do service competence, hospitality and empathy mean in the service business?
WHY does the service business play an increasingly central role in creating well-being?
HOW can the dimensions and importance of sustainable development and well-being in a responsible service business be taken into account?
HOW can customer experience and service be evaluated and modeled using design thinking methods?
WHY should a restoration student get excited about the continuous development of service, responsibility and well-being skills?
Assessment criteria, satisfactory (1-2)
The student is able to define concepts related to sustainable and responsible service business. The student recognizes concepts related to customer experience and well-being.
The student is familiar with design thinking and its methods from the perspective of a restoronomist.
The student performs the given tasks under supervision. The student is able to look at and evaluate things from his / her own perspective and taking responsibility for his / her own performance.
Assessment criteria, good (3-4)
The student is able to structure the relationships between concepts related to sustainable and responsible business. The student is able to explain the concepts related to customer experience and well-being, combining them with service activities.
The student is able to apply design thinking and choose suitable methods, as well as justify their choices to solve service problems.
The student cooperates responsibly and commits to the activities of the team, developing their interaction skills.
Assessment criteria, excellent (5)
The student understands the entities of a sustainable and responsible service business that emphasizes well-being.
The student recognizes the relationships between sustainability, well-being and the customer experience.
The student is able to analyze and compare the customer's experience and the creation of well-being in service activities.
The student is able to evaluate different ways of working and solutions when creating a new type of well-being-generating service.
The student cooperates responsibly, flexibly and constructively, developing his or her own and the team's interaction. The student is able to reflect on his or her own and others' work.
Enrolment period
07.06.2023 - 17.08.2023
Timing
21.08.2023 - 12.10.2023
Credits
5 op
RDI portion
3 op
Mode of delivery
Contact teaching
Unit
Hospitality Management
Campus
TAMK Main Campus
Teaching languages
- Finnish
Seats
15 - 60
Degree programmes
- Degree Programme in Hospitality Management
Teachers
- Tuija Ylä-Viteli
- Mika Kylänen
Person in charge
Mika Kylänen
Groups
-
23RESTO
Objectives (course unit)
Student:
- recognizes the importance of hospitality and empathy in the service business
- understand the importance, challenges and opportunities of sustainable development in their profession
- is able to describe, evaluate and visualize the service and the customer experience
- is able to structure well-being as a value-added factor of the service
- identify the link between the creation of well-being and the implementation of the service
- is able to take into account the possibilities of creating well-being in the production of new services
Content (course unit)
WHAT do service competence, hospitality and empathy mean in the service business?
WHY does the service business play an increasingly central role in creating well-being?
HOW can the dimensions and importance of sustainable development and well-being in a responsible service business be taken into account?
HOW can customer experience and service be evaluated and modeled using design thinking methods?
WHY should a restoration student get excited about the continuous development of service, responsibility and well-being skills?
Assessment criteria, satisfactory (1-2) (course unit)
The student is able to define concepts related to sustainable and responsible service business. The student recognizes concepts related to customer experience and well-being.
The student is familiar with design thinking and its methods from the perspective of a restoronomist.
The student performs the given tasks under supervision. The student is able to look at and evaluate things from his / her own perspective and taking responsibility for his / her own performance.
Assessment criteria, good (3-4) (course unit)
The student is able to structure the relationships between concepts related to sustainable and responsible business. The student is able to explain the concepts related to customer experience and well-being, combining them with service activities.
The student is able to apply design thinking and choose suitable methods, as well as justify their choices to solve service problems.
The student cooperates responsibly and commits to the activities of the team, developing their interaction skills.
Assessment criteria, excellent (5) (course unit)
The student understands the entities of a sustainable and responsible service business that emphasizes well-being.
The student recognizes the relationships between sustainability, well-being and the customer experience.
The student is able to analyze and compare the customer's experience and the creation of well-being in service activities.
The student is able to evaluate different ways of working and solutions when creating a new type of well-being-generating service.
The student cooperates responsibly, flexibly and constructively, developing his or her own and the team's interaction. The student is able to reflect on his or her own and others' work.
Location and time
The study unit runs actively between 21 Aug and 12 Oct 2023. On Mondays we learn together at the campus, but on Tuesdays the teams work independently. On Thursdays the teachers provide online coaching via Zoom.
Exam schedules
No exam
Assessment scale
0-5
Teaching methods
A cavalcade of lectures, exercises and team work in a commissioner project
Learning materials
Teachers' material via Moodle, and material and information the students and teams have searched.
Completion alternatives
Recognition / accreditation of prior learning is possible.
Practical training and working life cooperation
Cooperation with a company's development project
Enrolment period
09.06.2022 - 19.08.2022
Timing
22.08.2022 - 13.10.2022
Credits
5 op
Virtual portion
2 op
RDI portion
3 op
Mode of delivery
60 % Contact teaching, 40 % Distance learning
Unit
Hospitality Management
Campus
TAMK Main Campus
Teaching languages
- Finnish
Degree programmes
- Degree Programme in Hospitality Management
Teachers
- Tuija Ylä-Viteli
- Mika Kylänen
- Sanni Joukainen
Person in charge
Tuija Ylä-Viteli
Groups
-
22RESTO
Objectives (course unit)
Student:
- recognizes the importance of hospitality and empathy in the service business
- understand the importance, challenges and opportunities of sustainable development in their profession
- is able to describe, evaluate and visualize the service and the customer experience
- is able to structure well-being as a value-added factor of the service
- identify the link between the creation of well-being and the implementation of the service
- is able to take into account the possibilities of creating well-being in the production of new services
Content (course unit)
WHAT do service competence, hospitality and empathy mean in the service business?
WHY does the service business play an increasingly central role in creating well-being?
HOW can the dimensions and importance of sustainable development and well-being in a responsible service business be taken into account?
HOW can customer experience and service be evaluated and modeled using design thinking methods?
WHY should a restoration student get excited about the continuous development of service, responsibility and well-being skills?
Assessment criteria, satisfactory (1-2) (course unit)
The student is able to define concepts related to sustainable and responsible service business. The student recognizes concepts related to customer experience and well-being.
The student is familiar with design thinking and its methods from the perspective of a restoronomist.
The student performs the given tasks under supervision. The student is able to look at and evaluate things from his / her own perspective and taking responsibility for his / her own performance.
Assessment criteria, good (3-4) (course unit)
The student is able to structure the relationships between concepts related to sustainable and responsible business. The student is able to explain the concepts related to customer experience and well-being, combining them with service activities.
The student is able to apply design thinking and choose suitable methods, as well as justify their choices to solve service problems.
The student cooperates responsibly and commits to the activities of the team, developing their interaction skills.
Assessment criteria, excellent (5) (course unit)
The student understands the entities of a sustainable and responsible service business that emphasizes well-being.
The student recognizes the relationships between sustainability, well-being and the customer experience.
The student is able to analyze and compare the customer's experience and the creation of well-being in service activities.
The student is able to evaluate different ways of working and solutions when creating a new type of well-being-generating service.
The student cooperates responsibly, flexibly and constructively, developing his or her own and the team's interaction. The student is able to reflect on his or her own and others' work.
Assessment scale
0-5