Study Guide

Objectives (course unit)

Students are able
- to build a conception of the field of business, its history and future
- to recognise the current elements (hygienia and cleanliness, design, nutrition, humanity and gastronomy)
- build their own understanding of the development of the field of business

Content (course unit)

WHAT know-how is needed in the service business today?
WHY is hospitality an essential part of the service?
HOW can I produce an excellent customer experience?

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

The student can identify and can determine the special characteristics of the branch.
The student performs the given tasks with the help of the teamwork.
The student takes the responsibility for his own operation. The student identifies his social skill.
The student can give and can receive feedback.

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

The student can compare and can analyse the special characteristics of the branch.
The student can work responsibly in the cooperation and it be ready to develop its social skills.
The student can give and can receive feedback actively and constructively.

Assessment criteria, excellent (5) (course unit)

The student can analyse the branch and the development needs of the operation widely. Student the part connects forth the brought matters to a vocational context.
The student can work responsibly, flexibly and constructively in the cooperation. The student develops both own and the interaction of the group. The student can give and can receive feedback actively and constructively.

Assessment scale

0-5

Objectives (course unit)

Student:
- identify current phenomena, challenges and opportunities in their field
- is able to meet the needs of the client and plan and implement the project as a team, taking into account sustainable and responsible practices in the field
- apply the knowledge and skills they have previously learned in problem solving related to a case project
- is able to work in a team and living lab learning environment, promoting one's own and the community's well-being
- is able to act in communication and interaction situations in working life

Content (course unit)

WHAT are the current phenomena, challenges and opportunities related to the service business and living lab operations?
WHAT learning opportunities does the Catering Studio offer to a restaurant and industry developer?
WHY is teamwork and project development important in a changing operating environment for the catering and event industry?
HOW can work and projects be planned, implemented and evaluated?

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

The student identifies important ways of working in his / her field.
The student searches for information and performs the given tasks under supervision.
The student works as a team to achieve goals.
The student examines and evaluates things from his or her own perspective and takes responsibility for his or her own performance. The student gives and receives feedback.

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

The student limits and focuses his / her search on information related to the chosen topic.
The student applies appropriate methods and tools in problem solving work.
The student identifies and follows important practices in his / her field. The student takes into account sustainability criteria in his / her activities.
The student is able to describe and evaluate the financial and welfare-enhancing effects of his / her own activities.
The student makes justified decisions to promote teamwork, if necessary independently.
The student cooperates responsibly, commits to the activities of the team and develops his / her interaction skills.
The student examines and evaluates things from both his or her own and the community's perspective. He actively and constructively gives and receives feedback.

Assessment criteria, excellent (5) (course unit)

The student acts responsibly and with commitment, taking into account the requirements and needs of the community and his or her field. He understands the economic and welfare implications of his actions.
The student searches for and evaluates different ways of working and solutions, bases his or her choices and, if necessary, tries new ways of working.
The student actively seeks to promote sustainable activities.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.
The student examines and evaluates himself or herself and the community and work entity in which he or she works.
Students systematically use feedback as a tool for their own and their community’s professional growth.

Assessment scale

0-5

Teaching methods

-lectures
-exercises
-projects

Objectives (course unit)

Students are able
- to use information technology in management and to evaluate its usability

Content (course unit)

WHAT kind of information systems are there in the field?
WHY is research important in developing the service business?
HOW does the business idea thinking affect selection of information systems?

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

The student
-recognize the basic concepts of the information systems in the field.
-is able as guided to use information systems in the field.
- is able to describe the importance of digital systems in management.
-is able to evaluate usability from its own point of view.

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

The student
-is able to compare information systems in the field and apply to practice.
-is able to choose the best system according to the business idea and also justify her/his choise.
-is able to utilize systems in planning and practical problems
-takes responsible and commit to own and team’s activities

Assessment criteria, excellent (5) (course unit)

The student
-is able to analyze information obtained from the systems in the field and to use it in management
-is able to evaluate different digital systems and create new solutions
-is able to co-operate responsibly, flexibly and constructively with the various interest groups

Assessment scale

0-5

Objectives (course unit)

Students are able
- to recruit and orientate employees
- to guide employees to operate in accordance with the objectives of the work community
- to plan, analyse and develope practical HRM

Content (course unit)

WHICH instruments are needed in the superior´s toolbox?
WHY is human resource management so important for the superior?
HOW to operate as a superior according to the laws and regulations?

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

The student is aware of the importance of the operational human resource management (HRM) in certain business.
The student knows what the human resource management is about.
The student is aware of the HRM tools and the importance of human resource development.

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

The student understands the importance of the human resource management in certain business.
The student is able to implement the human resource management by using different tools.
The student understands the importance of motivation and human resource development.

Assessment criteria, excellent (5) (course unit)

The student is able to make the plan of human resource management according to the business idea.
The student is able to implement the human resource management by using different tools profitably and allowing for resources.
The student is able to regard the importance of motivation and human resource development. She/he is able to analyze the made decisions influence to the work team.

Assessment scale

0-5

Content (course unit)

Type of course: Elective

Level of course: Elective studies

Objective of course:
Students understand the significance of Finnish cuisine as part of folklore.
Students are capable of planning and implementing folksy feasts according to the customer´s needs.

Course contents:
- history of cuisine and customs
- folksy feasts
- traditional dishes

Teaching methods:
- lectures
- exercises
- practical work

Assessment methods:
- exercises
- practical work
- active participation

Required / recommended reading:
Sillanpää, M. 2000. Happamasta makeaan. Jyväskylä: Gummerus Kirjapaino Oy.
Mäkelä, J., Palojoki, P. & Sillanpää, M. 2003. Ruisleivästä pestoon. Porvoo: WS Bookweel Oy.
Other reading will be agreed on at the beginning of the course

Prerequisites
-

Name of lecturer(s):
Sami Salonen, Taija Karhe

Year of study
1-3

Semester
autumn or spring

Language of instruction:
Finnish / English

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

Satisfactory
The student recognizes phenomena and basic concepts related to Finnish food culture.
The student performs the given tasks, but she/he cannot always justify her/his choices.
The student examines and evaluates issues mainly from her/his own point of view.

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

Good
The student is able to structure the relationships between phenomena and basic concepts related to Finnish food culture.
The student is able to choose the most appropriate way of working and justify her/his choice.
The student takes responsibility and commits her-/himself to the activities of the group in addition to her/his own activities.

Assessment criteria, excellent (5) (course unit)

Excellent
The student understands the issues that have influenced the development of Finnish food culture on a wide scale.
The student is able to find different ways of working and solutions and to justify her/his choices.
The student is able to act responsibly, flexibly and with commitment to the needs and requirements of the community.

Location and time

The study course's face-to-face teaching is carried out in the Restaurant Catering Studio in the 2nd period.

Assessment scale

0-5

Teaching methods

Lectures
Exercises
Practical Work
Team Work

Learning materials

Course materials
Other material is agreed upon at the beginning of the study period.

Student workload

Contact teaching 40 h
Individual and team work 95 h

Content scheduling

Classroom training days at Catering Studio mainly:

Wednesday 25 of October 2023 from 12-17
Wednesday 1 of November 2023 from 12-18
Wednesday 8 of November 2023 from 15-20
Wednesday 15 of November 2023 from 12-18
Wednesday 22 of November 2023 from 12-18
Wednesday 29 of November 2023 from 12-18
Wednesday 13 of December 2023 from 14-20

International connections

International exchange students participate in the course.

Further information

25 students are accepted for the course: half restonomy students and half exchange students in order of registration.
The study period starts on Wednesday 25.10. at 12.00 ( Catering Studio G0-08 ), when you have to be there. Otherwise, the place can be given to the next person in the registration queue.

During the study period, you need clothes and work shoes suitable for kitchen work.

Objectives (course unit)

The student is able to design menus according to the business idea.
The student is able to use machinery and equipment technology appropriately in the business.
The student is able to plan and lead the event and ordering process.

Content (course unit)

To WHOM are the food and drink menus planned?
WHAT must be considered in menu planning?
HOW events and ordering processes are carried out?

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

The student identify different business ideas and main principles of menu planning.
The student performs in a controlled manner the design and implementation of gastronomic events and ordering processes.
The student is able to use selected raw materials using machines and equipment, but is unable to justify her/his choices.
The student can give and receive feedback.
The student looks and evaluates things from her/his own point of view.
The student recognizes the importance of ergonomics and occupational safety in the use of machinery and equipment.

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

The student know how to structure the meaning of business idea in relation to menu planning principles.
The student can plan and implement gastronomic events and ordering processes based on her/his own choices.
The student is able to use raw materials and methods taking into account machine and equipment technology.
The student can give and receive feedback actively and constructively.
The student is able to cooperate with ergonomics and occupational safety and is ready to develop her/his interaction skills.
The student takes responsibility and undertakes the activities of the group in addition to her/his own activities.

Assessment criteria, excellent (5) (course unit)

The student understands comprehensively the meaning of business idea in menu planning.
The student is able to plan and lead gastronomic events and ordering processes, evaluating and combining different solutions.
The student is able to choose the right raw materials and methods considering machine and equipment technology.
The student is able to analyze feedback and is committed to developing itself and the work community responsibly.
The student is able to work flexibly and foresight, and bring the service process into an economical and wellbeing perspective, taking into account the requirements of the community and industry.

Assessment scale

0-5

Objectives (course unit)

Student:
- can analyze the menus from the point of view of development, profitability and sustainable development
- designing gastronomic and business ideas for food and drinkers
- able to design and lead the order-to-order process
- can take advantage of the product development process and organoleptic evaluation in the mental planning
- apply to the development of existing information and development methods as part of the development team
- can search for customer-oriented, sustainable and economically viable solutions to the future of their field anticipating

Content (course unit)

WHAT business-oriented gastronomic goal design means?
WHY is the knowledge and profitability of Gastronomy importance in the mental planning and implementing events?
HOW are the goals of sustainable development in the processing planning?
HOW can the product development process and organoleptic evaluation take advantage of the mention design?

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

The student identifies different business ideas and the main principles and steps of responsible foreign planning and identify the related concepts.
The student performs an opportunity or a mandate to be carried out with a guidance together with his team.
The student works in a group and identifies its interaction skills. The student is able to look at and evaluate things about their own perspective and taking responsibility for its own performance.

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

The student parses the importance of the business idea in relation to the principles of gastronomic list planning, taking into account profitability. The student is planning and implementing gastronomic events or assignments justify their own choices at different stages of the process.
The student applies the objectives of sustainable development in the intentional planning appropriately.
The student works in cooperation responsibly and is ready to develop their interaction skills. The student assesses the development process and its starting points.

Assessment criteria, excellent (5) (course unit)

The student understands the importance of Gastronomy and business ideas in the whole of the menu planning and product development. The student designs and leads the process in gastronomic events or assignments, combining various solutions taking into account business profitability.
The student is able to evaluate the quality and suitability of different sources of information. The student is able to take advantage of creatively and inventive methods and tools in taking and solving the problem.
The student applies the objectives of sustainable development in the processing design appropriately to the food system linked to the food system and justify its solution.
The student works in cooperation responsibly, flexible and constructively developing both their own and stakeholder interaction. The student critically evaluate the work of his group, provides constructive development proposals and makes the necessary changes during the process.

Assessment scale

0-5

Objectives (course unit)

Student:
- works at a practical level of tasks in the field of hospitality
- can work on client interface hospitally
- can work safely and in accordance with the quality criteria for the job.
- can use machines and equipment for jobs and software
- gets acquainted with the field of collective agreement.
- participates in working life communication and interaction situations
- able to act in the work community and to promote their own and the Community's well-being

Content (course unit)

WHAT are the capacity to operate in the service business in the field of service?
HOW does hospitality, profitability and accountability come true at the internship?
WHAT are the development of this job in the industry seems to be?

Assessment criteria, pass/fail (course unit)

The student identifies and adheres to its own field important practices.
The student works in cooperation responsibly and has developed interaction skills.
The student gives and receives feedback actively and constructively.
The student will review and evaluate things from both your own and from the point of view of the local community.

Assessment scale

0-5

Objectives (course unit)

Student:
- works and develops his/her know-how in the career path and / or expert positions in the hospitality industry
- detects development targets in their work / training environments and participates in development work
- makes use of the possibilities of digitalisation in their work
- understands the complexity of changing working life and acts flexibly in changing working life situations
- can describe and evaluate the economic and prosperity of their own operations

Content (course unit)

WHICH human, economic and functional factors will ensure the success of the training community?
HOW are products and services being developed at the internship by utilizing multi-professional know-how and the latest technology?
HOW is the objectives of sustainable development in the training community and how the responsibility of practices is realized?

Assessment criteria, pass/fail (course unit)

The student is able to act in pre-emptive and / or expert tasks in the Response expertise.
The student is able to look for a variety of practices and solution options, justify their choices and try new types of operating models.
The student uses feedback as a tool for its own professional growth. He looks at and evaluates itself as well as the community or the work set in which its own professional field works. He knows how to cooperate responsibly and has developed its interaction skills.

Assessment scale

Pass/Fail

Objectives (course unit)

Students get practice for their career path in the immediate superior, product development, marketing and/or development tasks of public or private sector institutions and companies.

Content (course unit)

WHICH human, economic and functional factors guarantee the success of this practical training community?
HOW are the products and services of the practical training place developed utilising multiprofessionality and latest technology?

Assessment scale

0-5

Objectives (course unit)

Students are able
- to seek the knowledge they need to start a company
- to formulate a business plan and to sell it to others

Content (course unit)

WHICH attributes are needed for entrepreneurship?
WHY to become an entrepreneur?
HOW is it possible to build an innovative, hospitable and profitable company from an idea?

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

Student knows the basics of business establishing. The business plan is limited. The report is partly done according to academic writing standards. The other assignments are passed satisfactory.

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

Student has a command of the basics of business establishing. The business plan is proper, detailed and realistic. The report is mainly written according to academic writing standards. The other assignments have been done by using the resource material.

Assessment criteria, excellent (5) (course unit)

Student is able to found a business. The business plan is realistic, comprehensive and innovative. The report is written according to academic writing standards. The other assignments have been done by using widely the resource material.

Assessment criteria, pass/fail (course unit)

Student does not understand the basics of the business establishing. The business plan is unrealistic. The report is not written according to academic writing standards. The assignments are not done or are failed.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to seek the knowledge they need to start a company
- to formulate a business plan and to sell it to others

Content (course unit)

WHICH attributes are needed for entrepreneurship?
WHY to become an entrepreneur?
HOW is it possible to build an innovative, hospitable and profitable company from an idea?

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

Student knows the basics of business establishing. The business plan is limited. The report is partly done according to academic writing standards. The other assignments are passed satisfactory.

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

Student has a command of the basics of business establishing. The business plan is proper, detailed and realistic. The report is mainly written according to academic writing standards. The other assignments have been done by using the resource material.

Assessment criteria, excellent (5) (course unit)

Student is able to found a business. The business plan is realistic, comprehensive and innovative. The report is written according to academic writing standards. The other assignments have been done by using widely the resource material.

Assessment criteria, pass/fail (course unit)

Student does not understand the basics of the business establishing. The business plan is unrealistic. The report is not written according to academic writing standards. The assignments are not done or are failed.

Assessment scale

0-5

Objectives (course unit)

Student:
- identify management styles in working life and key concepts and theories related to management
- identify the principles of ethical management
- understands giving feedback and its role in management
- know the main content of the collective agreement in the sector from the employee's point of view
- identify their own strengths and starting points for the development of their own identity from the point of view of management

Content (course unit)

WHAT is emotional intelligence?
WHY is leadership vital to an organization’s success?
HOW can I grow and develop into a good leader by leading myself?

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

The student identifies and names concepts and theories related to management.
The student identifies leadership styles.
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 explain concepts and theories related to management as well as management styles.
The student is aware of the importance of emotional intelligence in leadership.

The student is able to reflect on his or her own and others' work.
The student is able to co-operate responsibly and commit to team activities, developing his / her interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands and is able to combine the issues of different aspects of management into whole entities and uses the concepts of management skillfully.
The student strives to develop his or her emotional intelligence and demonstrates self-direction
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Student:
- acts in matters relating to licensing responsibly and as required by legislation in the field
- identify different types of drinks and understand the perspectives of the sustainable development of the beverage product
- part of customer-driven drinking planning, product prospectus
- part of gastronomic servers serving both the main principles of food and drink
- knows local and international beverages and knows how to recommend and declare beverages in accordance with the objectives of the business idea
- observe the allergens of beverage products and good hygiene

Content (course unit)

WHAT kind of beverages are served in the licensed restaurants?
WHY do the gastronomic etiquette and legislation guide serving alcohol beverages in the restaurant?
HOW can food and drinks successfully combined?
HOW do berries and drinking be developed in the field of trends, accountability and profitability?

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

Can be defined as defining the basic concepts of drinking products, issuing key legislation and responsibility considerations.
The student is able to list different drinking products and serving them.
The student recognizes a gastronomic label as part of the design, pricing and serving of drinks and drinking.
The student works supported and guided.

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

The student knows the different types of drinking products and knows the gastronomic label, sustainability aspects of beverages, and the importance of legislation.
The student plans, pricing, recommends and serves drinks.
The student is able to combine dishes and drinks in different business ideas according to the principles of profitable business. The student chooses the most appropriate approach to different options and justifies its choice.

Assessment criteria, excellent (5) (course unit)

The student knows the different types of beverage products, understands the importance of the associated gastronomic label and legislation.
The student plans, pricing, recommends and serves drinks with customer-oriented and choices.
The student combines dishes and drinks with each other in accordance with the Gastronomical principles compatible with its business idea. The student is looking for and experiencing different ways of working and options.
The student understands the trends, accountability and profitability as part of beverage product and flexibility.
The student is actively seeking to promote sustainable development and responsible action.

Assessment scale

0-5

Objectives (course unit)

Student:
- understand the importance of nutrition as part of a comprehensive well-being
- can apply nutrition recommendations and implement special diets in the production of food services
- understand how food builds an individual's identity
- understand the importance of sustainable and planetary diet in reducing the carbon footprint and in preserving biodiversity
- anticipate the development of developing technologies for future personalized diets

Content (course unit)

WHAThealth-promoting diet and food choices mean?
HOW do food choices build an individual's identity and are important to take into account in the industry?
HOW does a durable and healthy welfare diet be implemented as part of climate stations and in preserving biodiversity?

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

The student recognizes and is able to designate nutrition recommendations, various diets and related concepts.
The student recognizes the importance of food as part of an individual's identity.
The student is able to describe the effects of sustainable development and prosperity of food choices.
The student is able to search and use information on nutrition and sustainable food choices.

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

The student is able to parse and justify the importance of a sustainable and healthy diet in the customer's nutrition and well-being.
The student is able to apply nutrition recommendations and implement dietary choices in customer-oriented.
The student is able to describe and evaluate the sustainable development and prosperity of food choices.
The student is able to acquire, evaluate and use information on nutrition and sustainable food choices.

Assessment criteria, excellent (5) (course unit)

The student understands the meaning of a healthy and unique diet. He can design and produce them as part of customer-driven food service.
The student understands the diversity of nutrition, diet and prosperity and is able to anticipate future prospects for the topics.
The student understands the impact of food choices on the perspective of sustainable development and well-being and is able to work them.
The student is able to acquire, evaluate and use information about nutrition and sustainable dietary choices versatile and critically.

Assessment scale

0-5

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

Objectives (course unit)

Students
- are able as supervisors to apply the laws, regulations, and instructions regulating the safety of the foods in field
- understand the significance of microbiology, hygiene and cleanness services in ensuring safety

Content (course unit)

WHY competence of microbiology and hygiene is so important in the field?
WHICH quality and safety issues does the supervisor have to know in the field?
HOW does legislation regulate the operation of supervisors and employees?

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

The student is familiar with the concepts which are related to quality and safety and with the legislation which directs them.
The student performs the given tasks as directed.
Students work in a group and look at things from their own perspective.

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

The student is able to apply, compare and structure concepts related to quality and safety and the legislation that governs them. The student can estimate on the basis of the legislation problems which are related to safety and quality.
The student takes responsibility and undertakes not only his / her own activities but also the activities of the group.

Assessment criteria, excellent (5) (course unit)

The student can analyse and can solve wide problems which are related to quality and safety. The student can work responsibly, flexibly and constructively in the cooperation.
The student takes responsibility and undertakes not only his / her own activities but also the activities of the group.

Assessment scale

0-5

Assessment scale

Pass/Fail

Teaching methods

Online

Assessment scale

Pass/Fail

Objectives (course unit)

Students
- know the superior’s and employee’s responsibilities in the work community
- are able to manage themselves and others
- are able to encourage, motivate, and commit staff to operate according to the objectives of the work community

Content (course unit)

HOW can I grow and develop into a good superior?
WHY do I have to understand dissimilarity?
HOW is it possible to develop interaction skills?
HOW can I promote staff wellbeing in the work community?

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

The student recognizes the superior´s and employee´s responsibilities in the work community. The student tries to lead him/herself and the others.
The student knows how to inspire, to motivate and make staff commit themselves to operate according to the objectives of the work community.
The student recognize some factors that affect interaction.

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

The student understands the superior´s and employee´s responsibilities in the work community.
The student is able to lead him/herself and the others.
Using interaction, the student can inspire, motivate and make staff commit themselves to operate according to the objectives of the work community.

Assessment criteria, excellent (5) (course unit)

The student understands widely the superior´s and employee´s responsibilities in the work community.
The student can lead him/herself and the others.
The student is able to inspire, to motivate and make staff commit themselves to operate according to the objectives of the work community.
The student develops his/hers own social skills and interaction of the group.

Assessment criteria, pass/fail (course unit)

The student doesn´t recognize the superior´s and employee´s responsibilities in the work community. The student is the member of the group, but isn´t able to lead him/herself or the others.
The student doesn´t know how to inspire, motivate and make staff commit themselves to operate according to the objectives of the work community.
The student recognizes weakly the factors that affect interaction.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student:
- understands management as an effective, ethical and responsible activity
- is able to define the different roles and responsibilities of the supervisor
- is able to take into account the collective agreement from the employer's point of view
- is able to budget and take into account the budget in its activities
- understand the principles of revenue management
- understand the key concepts of human resources management and labor law
- is able to describe the impact and importance of leadership in job satisfaction and well-being, and
creating an employer image
- outlines his own way of leading

Content (course unit)

HOW does leadership affect performance, profitability, job satisfaction, well-being and employer image?
WHAT do the collective agreement and labor law mean from the employer's point of view?
HOW to budget?
WHY is development important in leadership?

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

The student is able to identify and define some leadership styles and is familiar with different procedures.
The student identifies and names the basic concepts of labor law, collective bargaining and budgeting.
The student examines and evaluates things from his or her own perspective. He / she identifies important practices in his / her field and is able to describe the economic and welfare-enhancing effects of his / her own activities.

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

The student names and describes different leadership styles, giving examples of practical leadership situations. The student is aware of the different activating properties of styles and is able to present them in a justified way.

The student understands the roles of the supervisor and the key contents of labor law. He is able to budget and take into account the budget in practical short-term management.

The student is able to appropriately apply the knowledge base and practices of service business management. He is able to take responsibility for his own actions and their consequences. He reflects on his actions from his own and the community’s perspective. He / she is able to describe and evaluate the economic and welfare-enhancing effects of his / her own activities.

Assessment criteria, excellent (5) (course unit)

The student defines several different leadership styles, applying them to different example situations. He analyzes different management methods, understanding the passivating and activating factors of styles.

The student is able to act as a supervisor responsibly and as required by the legislation in the field. He is able to budget and has the ability to act profitably and with resources in mind. He understands the economic and welfare-promoting effects of his activities and is also able to anticipate them.

The student is able to acquire, critically evaluate and appropriately apply the knowledge base and practices of service business management. He is able to take responsibility for his own actions and their consequences and reflect on them in accordance with professional ethical principles and values.

Assessment scale

0-5

Objectives (course unit)

Objective of course
Students deepen their knowledge on special diets and their practical implementation. They are familiar with the products available, capable of selecting the correct foodstuffs for the diet. They know the nutritional recommendations. Students learn to asses their own and their clients diet.

Content (course unit)

Course contents
- Epidemiological background of special diets
- Special diets in practice
- Nutritional recommendations
- Assessment of eating habits by various methods
- Assessment of diet

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

Satisfactory (1-2)

The student recognizes the nutritional special characteristics of the different age groups. The student recognizes the special characteristics of the special diets. The student is able to select the correct foodstuffs for the special diets. The student performs the given tasks. The student examines matters from his own point of view and takes the responsibility for his own operation.

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

Good (3-4)

The student knows the special characteristics of the special diets and can apply this knowledge professionally. Likewise he knows and special characteristics of the nutrition of different population groups. The student performs the given tasks well. The student can work responsibly in cooperation with other students.

Assessment criteria, excellent (5) (course unit)

Excellent (5)

The student understands the special characteristics of the special diets widely and can utilize this information professionally. The student understands the special characteristics of the nutrition of different population groups widely. The student performs the given tasks excellently. The student can work responsibly, flexibly and constructively in cooperation with other students.

Assessment criteria, pass/fail (course unit)

Failed

The student doesn´t recognize the nutritional special characteristics of the different age groups. The student doesn´t recognize the special characteristics of the special diets. The student is not able to select correct foodstuffs for the special diets. The student performs the given tasks poorly. The student examines matters from his own point of view and takes the responsibility for his own operation poorly.

Location and time

Virtual course.

Assessment scale

0-5

Teaching methods

excercises
discussions
virtual working

There's a lot of optionality in the tasks. This allows the student to progress in the course in accordance with their own goals.

Completion alternatives

There is no alternative method of implementation.

Further information

Finnish degree students can answer in Finnish if they wish. The instructions for assignments are in English.

Registration for the course is as usual in Pakki.

There's a lot of optionality in the tasks. This allows the student to progress in the course in accordance with their own goals.

The virtual course in Moodle will be open 22.1.-11.12.2024. It is hoped that those who started in the spring semester will complete the course during the spring semester and those who started in the autumn semester will complete the course during the fall.

Objectives (course unit)

Students are able
-are able to plan and implement a service case for different target groups.
-are able to evaluate a produced food service case from the point of view of product- and nutrition quality, cost-effectiveness, time management and customer experience.

Content (course unit)

WHAT does nutrition quality mean in food services?
WHY are marketing and personal sales so important in producing customer service?
HOW can economy be measured and evaluated without forgetting the customer?
HOW will the legislation of alcoholic beverages and food safety be taken into consideration in organizing events for customers?

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

The student has satisfactorily completed the planning and the implementation of service case. There are some divergences between the plan and the implementation. There is some inadequacy in student’s independent work, team work and skills in planning. The customers have not been satisfied with the service case.

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

The student has completed the service case according to the plan and taken into consideration different target groups. The implementation has been good but it has not been very innovative. Customer satisfaction and profitability have been in good level in project. The team work has been cooperative and the team has indicated a good abilities in problem solving and flexibility.

Assessment criteria, excellent (5) (course unit)

The student has completed the service case according to the plan, doing it very well and applying the theoretical studies. The student has indicated excellent innovativeness, abilities in problem solving and flexibility. Customer satisfaction and profitability are in excellent level in project and different target groups have been

Assessment criteria, pass/fail (course unit)

Failed
The student has not participated in contact lessons and done the given tasks.

Assessment scale

0-5

Objectives (course unit)

Student:
- identify the importance and specificities of sustainable and multi-channel sales and marketing in the service business
- is able to take into account the needs of different customer target groups when utilizing marketing channels
- identify typical customer purchase paths in different channels
- is able to act in sales in customer service situations
- takes into account the building of customer experience and value when selling and marketing services

Content (course unit)

WHAT do sustainable and multi-channel sales and marketing mean in the service business?
WHAT do customer target groups, purchasing paths and marketing channels mean in the service business?
WHY should a student get excited about developing their own sales and marketing skills as part of their service industry expertise?
HOW is the building of customer experience and value supported through the sales and marketing activities of the service business?

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

The student is able to define concepts related to sales and marketing.
The student identifies concepts related to customer target groups, purchasing paths and marketing channels.
The student knows the logic of building customer value and is able to define the basic principles of sales customer service.
The student performs the given tasks under supervision.
The student examines and evaluates things from his or her own perspective and takes responsibility only for his or her own performance.

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

The student is able to structure the relationships between the concepts related to sustainable sales and marketing.
The student is able to explain the concepts related to customer target groups, purchasing paths and marketing channels, combining them with the service business.
The student is able to apply the logic of building customer value and act commercially in customer service situations.
The student is able to reflect on his or her own and others' work.
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 role of sustainable sales and marketing as part of the service business and is able to apply the concepts of digital sales and marketing in different contexts.
The student identifies the relationships between customer target groups, purchasing paths and marketing channels.
The student is able to analyze and compare the logic of building customer value in the sales and marketing functions of service operations.
The student is able to evaluate and use the most appropriate operating methods in sales customer service situations.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to recognise the different phases of a construction project and can understand multisensory service scape design as a whole
- work in a co-operation with multidisciplinary design group
- to pay attention to results that are gaining well-being at work and also improving business

Content (course unit)

WHAT functional space planning means?
WHY service scape design that supports customer experience is important?
HOW I improve interaction in a multidisciplinary design workgroup?

Further information (course unit)

This module has more implementations, which are informed to students before the beginning of this course. Only one implementation is available to exchange students of DP in Hospitality Management, which is clearly marked.

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

Student can recognise and define field related phenomena and service scape design.
Student is able to work in a multidisciplinary design group under supervision.
Student considers and assesses things from his/hers choices.

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

Student structures service scape design in a professional context and is able to choose the most suitable option from different alternatives for multisensory service scape design and reason it.
Student can solve problems that concerns interaction in a multidisciplinary design workgroup.
Student can cooperate responsibly and follows the important courses of action in the service-field.

Assessment criteria, excellent (5) (course unit)

Student understands service space design and relates it to the professional context. Student knows how to search different solutions for a multisensory service scape design.
Student is able to try new operational models for improving interaction in a multidisciplinary design group.
Student works responsibly and in a commited manner considering the community and service field requirements and needs.

Assessment criteria, pass/fail (course unit)

Student can not recognise the concept of service scape design and is not able to attend and work in a multidisciplinary design work group.

Assessment scale

0-5

Objectives (course unit)

Student:
- can develop services of user-driven, value-for-creative, sustainable development objectives
- can apply service design in practice
- can evaluate and develop customer experience
- can take into account the challenges and opportunities for the business environment for the tourism and nutrition sector in service development

Content (course unit)

WHAT changes and opportunities for the business environment of the tourism and nutrition sector gives the development of services?
WHY should the objectives of sustainable development be taken into account in the design of services?
HOW to develop user-oriented services enables value to create a value and a targeted customer experience?

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

The student is able to define the objectives of sustainable development, the concepts of customer experience and service design process.
The student performs the implementation of the service design process by guiding together with his team.
The student works in a group and identifies its interaction skills.

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

The student is able to explain the objectives of sustainable development, as concepts of customer experience and service design process, and can share them in relation to each other.
The student is able to limit the task for applying sustainable development objectives to achieve customer experience aimed at designing new services. The student is able to justify its solution.
The student works in cooperation responsibly and is ready to develop their interaction skills. The student is able to evaluate the development process and its starting points.

Assessment criteria, excellent (5) (course unit)

The student understands wide-ranging entities and combines sustainable development goals and service design as a process for a professional context.
The student is able to apply sustainable development targets to achieve customer experience aimed at designing new services.
The student works in co-operation with responsibly, flexible and constructively developing both their own and group interaction. The student is critically able to evaluate the development process of its group, provides constructive development proposals and to make the necessary changes during the process.

Assessment scale

0-5

Objectives (course unit)

Student
- is able to demonstrate the synergy between tourism, hospitality, well-being and sustainability
- is able to evaluate new service opportunities in global and regional context
- is able to add value in a cross-sectoral, multicultural team and global problem solving
- is able to apply possibilities of circular economy in development of sustainable service business
- is able to explain the value of research, development and innovation projects in enhancement of sustainability challenges

Content (course unit)

WHAT viewpoints a multi-cultural approach and diversity can bring to analysis of well-being and sustainability?
WHY sustainability challenges and problems should be tackled with cross-expertise teamwork?
WHY well-being and sustainability call for a holistic understanding (of the phenomena)?
HOW circular economy thinking&doing can be apply in sustainable services and events?

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

The student is able to identify and define key concepts of tourism, hospitality, well-being and sustainable development.
The student is aware of alternative methods and tools but is unable to reason one’s choices from the perspective of applying circular economy in service business.
The student can explain the economic and well-being related outcome and impact of one’s own action.
The student can work in a project in collaboration with different actors from different fields and apply one’s own expertise in teamwork.

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

The student can identify and explain causal relationships of tourism, hospitality, well-being and sustainability related phenomena and key concepts.
The student can select suitable and appropriate methods and argument one’s choices to promote circular economy in service management and/or business.
The student can describe and assess well-being and economical impact of one’s own actions within a multicultural team. The student is able to bring one’s professional skills into play for the team’s joint resources.

Assessment criteria, excellent (5) (course unit)

The student can holistically discuss the synergy between tourism, hospitality, well-being and sustainability.
The student consistently works towards alternative operational models and sustainable solutions to promote circular economy in service business and/or management.
The student can anticipate the impact of one’s action.
The student is able to work in a multicultural team.
The student shows skills in combining and harmonising viewpoints and encouraging others to share information and participate in teamwork.

Location and time

The course runs the entire Spring semester, both the third and the fourth periods. Time tables and places (tba) can be found at https://lukkarit.tamk.fi/. Our weekly rhythm is based on Monday mornings 9-11.30 and Tuesday mornings 9-11.30. At some point, on some weeks, Tuesdays may be used for team work without teacher-driven sessions. However, we begin on the 8th of January at 9:00, and at least in January both Mondays and Tuesdays we spend together, and team work is coached and facilitated by the teachers during the sessions.

Exam schedules

No exam.

Assessment methods and criteria

Evaluation is based on individual work and teamwork, and will be completed with numeric evaluation. We use teachers' evaluation, self- and peer reflection, and commissioner's evaluation. Assessment is based on the process and end result of the team process. Also, there will be some individual assignments that play a role in the overall grading.
The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).

Assessment scale

0-5

Teaching methods

The study unit in principle builds on a multi-disciplinary, cross-sectoral process where hospitality management students and social services students work together in teams around a topical service development project.
Pedagogically, different learning methods and techniques will be used ranging from teacher-driven inspirational lectures to interactive exercises, dialogue, and excursion visits to team work and individual work.

Learning materials

Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students. The pre-assignment includes a cavalcade of articles etc. related to the topic at hand.

Student workload

10 credits equals 267 h of student's work. The workload is tackled as individual and team work, and via joint learning sessions at the campus. On a weekly basis, as this covers about a third of the Spring semester's objectives (10/30 ECTS), students should prepare to work around the study unit topics, project and assignments for about 1-2 work days per week. On a weekly basis, in the time table there are 2 x 2,5 hours in the period 3, and 2,5 hours + 3,5 hours in the period 4. As the study unit lasts about 16 weeks, that is, 15 weeks without the so called project week (Spring break on week 9), this means 35 hours + 56 hours = 91 hours. So, joint sessions cover less than half of the study unit's workload. This calls for individual and team work along with good time management and commitment.

Content scheduling

Possibilities of service innovation in global sustainability and well-being as a topic deals with sustainability, circular economy, well-being, and cross-sectoral ways of working. Students get to learn about eco-social wellbeing, education and civilization. Also, new ways of organizing for and provision of services as public-private partnership, and partnerships between sectors (incl. the 3rd sector and the 4th sector, civil society activism) will be discussed.
Service development work will also draw from gamification, storification and storytelling, and experientialism - how to enhance services towards experience economy, transformation economy, and the new relationship between individualism and sense of community.

The students will learn to combine the assets of people with different backgrounds, and skills, and add value in cross-sectoral, multicultural team-based problem solving. Diversity and multi-culturalism are discussed from a synergetic angle to deal with wicked problems related to sustainability. Also, opportunities surrounding circular economy are introduced and studied.

Completion alternatives

No alternative ways of completion. Recognition of prior learning.

Practical training and working life cooperation

The study unit is built around a commissioned project that deals with service development, wellbeing, and sustainability, and there will be a real-life working life partner involved.

International connections

The content and topics have a global angle, there may be international students (and/or customers, citizens, ...) on the course and in the teams, and / or we get to work with immigrants. We work in English.

Further information

More information will follow by the 8th of January, and on our opening session. For instance, the discussions with possible commissioners for the service development project, and the cooperation with social services education are going on at the moment.

Objectives (course unit)

Student:
- is able to communicate about themselves, their education, work experience and tasks as well as use the industry-related special terminology.
- is able to use the English language in both spoken and written forms to carry out work-related tasks in
a multicultural context.
- is able to communicate in a customer-oriented way in various networks, negotiation and counselling situations.
- is able to adapt their communication style according to the communication partner in various
contexts.
- is able to seek and apply professionally essential, industry-related information in a critical and analytical manner.
- is able to follow the development in their field of study and participate in it via various channels (e.g. media, conferences, literature).

Content (course unit)

WHAT are the students able to communicate about their professional skills, working environment and tasks in the target language?
WHAT will the students need in order to successfully use the target language in a multicultural customer-oriented context?
HOW will the students develop their meta-skills and how will they find information related to their field of study?

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

The student understands the main points of the professional material in his / her field and is able to use basic aids to acquire basic information and convey it in an understandable way.
The student expresses himself in a simplified and inaccurate way, but usually in an understandable and professional manner.
The student works and communicates in a limited way, but tries to take into account the interaction situation.
The student pronounces inaccurately but intelligibly.

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

The student understands the main points and most details of the professional material in his / her field and is able to apply the acquired knowledge.
The student expresses himself / herself clearly, professionally and fairly flawlessly.
The student acts and communicates properly and demonstrates situational awareness in interaction.
The student pronounces quite naturally and clearly.

Assessment criteria, excellent (5) (course unit)

The student understands both the main points and the details of quite demanding professional material and is able to apply the acquired knowledge.
The student expresses himself effortlessly, accurately and in a variety of ways, using a style appropriate to the situation.
The student acts and communicates effectively, professionally, interactively and almost flawlessly.
The student pronounces naturally, clearly and quite nuancedly.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to communicate about themselves, their education, work experience and tasks as well as use the industry-related special terminology.
- is able to use the English language in both spoken and written forms to carry out work-related tasks in
a multicultural context.
- is able to communicate in a customer-oriented way in various networks, negotiation and counselling situations.
- is able to adapt their communication style according to the communication partner in various
contexts.
- is able to seek and apply professionally essential, industry-related information in a critical and analytical manner.
- is able to follow the development in their field of study and participate in it via various channels (e.g. media, conferences, literature).

Content (course unit)

WHAT are the students able to communicate about their professional skills, working environment and tasks in the target language?
WHAT will the students need in order to successfully use the target language in a multicultural customer-oriented context?
HOW will the students develop their meta-skills and how will they find information related to their field of study?

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

The student understands the main points of the professional material in his / her field and is able to use basic aids to acquire basic information and convey it in an understandable way.
The student expresses himself in a simplified and inaccurate way, but usually in an understandable and professional manner.
The student works and communicates in a limited way, but tries to take into account the interaction situation.
The student pronounces inaccurately but intelligibly.

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

The student understands the main points and most details of the professional material in his / her field and is able to apply the acquired knowledge.
The student expresses himself / herself clearly, professionally and fairly flawlessly.
The student acts and communicates properly and demonstrates situational awareness in interaction.
The student pronounces quite naturally and clearly.

Assessment criteria, excellent (5) (course unit)

The student understands both the main points and the details of quite demanding professional material and is able to apply the acquired knowledge.
The student expresses himself effortlessly, accurately and in a variety of ways, using a style appropriate to the situation.
The student acts and communicates effectively, professionally, interactively and almost flawlessly.
The student pronounces naturally, clearly and quite nuancedly.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to communicate about themselves, their education, work experience and tasks as well as use the industry-related special terminology.
- is able to use the English language in both spoken and written forms to carry out work-related tasks in
a multicultural context.
- is able to communicate in a customer-oriented way in various networks, negotiation and counselling situations.
- is able to adapt their communication style according to the communication partner in various
contexts.
- is able to seek and apply professionally essential, industry-related information in a critical and analytical manner.
- is able to follow the development in their field of study and participate in it via various channels (e.g. media, conferences, literature).

Content (course unit)

WHAT are the students able to communicate about their professional skills, working environment and tasks in the target language?
WHAT will the students need in order to successfully use the target language in a multicultural customer-oriented context?
HOW will the students develop their meta-skills and how will they find information related to their field of study?

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

The student understands the main points of the professional material in his / her field and is able to use basic aids to acquire basic information and convey it in an understandable way.
The student expresses himself in a simplified and inaccurate way, but usually in an understandable and professional manner.
The student works and communicates in a limited way, but tries to take into account the interaction situation.
The student pronounces inaccurately but intelligibly.

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

The student understands the main points and most details of the professional material in his / her field and is able to apply the acquired knowledge.
The student expresses himself / herself clearly, professionally and fairly flawlessly.
The student acts and communicates properly and demonstrates situational awareness in interaction.
The student pronounces quite naturally and clearly.

Assessment criteria, excellent (5) (course unit)

The student understands both the main points and the details of quite demanding professional material and is able to apply the acquired knowledge.
The student expresses himself effortlessly, accurately and in a variety of ways, using a style appropriate to the situation.
The student acts and communicates effectively, professionally, interactively and almost flawlessly.
The student pronounces naturally, clearly and quite nuancedly.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students are able
- are able to choose right ingredients, process system and device of achieving immemorable service product. Students are able to observe customers nutritional needs.
- are able to understand food service operations as an entity and are able to implement service as business idea.
- are able to use standardized food recipe.
- are able to implement service as business idea with acknowledge profitability.

Content (course unit)

WHAT kind of now-how is needed in order to prepare food services
WHY and what kind of product knowledge and technique is needed to prepare food services
HOW food services quality can be evaluated

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

Student notices contributory factor and relations of food services. Student can recognize different kind of ingredients, methods and devices, but are not able validate to choose those achieve high-quality product to right customer. Student is able to recognize standardized food recipe through single perspective.

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

Student understands contributory factor and relations of food services as an entity. Student can analyze and choose ingredients, methods and devices to achieve high-quality product to right customer. Student is able to use standardized recipe to achieve right quality, nutritional heath, security and economy. Professional dialogue with working life and team is responsible, flexible and constructive. Student is ready to develop his/her interrelationships.

Assessment criteria, excellent (5) (course unit)

Student understands contributory factor and relations of food services as an entity. Student can analyze and choose ingredients, methods and devices to achieve high-quality product to right customer. Professional dialogue with working life and team is responsible, flexible and constructive.

Assessment scale

0-5

Objectives (course unit)

Student:
- understands the importance of food legislation as a guarantee of food safety.
- understands the own-check system and its significance for customer safety.
- is able to apply the principles of safe working in a professional kitchen.
- understand the nutritional quality requirements of food.
- is able to apply nutritional recommendations professionally.

Content (course unit)

HOW do nutrition recommendations guide the food service business?
HOW does food law regulate the restaurant and food service business?
HOW does own-check system guide the actions of the employee and the supervisor?
WHY is hygiene and allergen expertise important in a restaurant environment?

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

The student is able to define the phenomena and basic concepts related to own-check.
The student recognizes the importance of food law. The student is familiar with various procedures related to self-supervision and performs the given tasks under supervision.
The student acts as a member of the team. He / she is able to look at and evaluate things from his / her own perspective and take responsibility for his / her own performance.

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

The student is able to apply, compare and structure concepts related to own-checking and understand the legislation governing it.
The student is able to evaluate problems related to self-monitoring on the basis of legislation. He / she is able to choose the most appropriate procedure from the various options and justify his / her choice.
The student is able to apply and structure the concepts related to nutritional quality and understand the recommendations that guide them.
The student is able to co-operate responsibly and commit to team activities, developing his / her interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the importance of food legislation in managing customer-safe work.
The student is able to analyze problems related to own-check in practical situations. He / she is able to search for and evaluate different solution options and ways of working.
The student is able to apply and analyze the concepts related to nutritional quality in practice and understand the recommendations that guide them on a practical level.
The student is able to work together responsibly, flexibly and constructively, developing their own and the team's interaction.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to operate responsibly and professionally in the restaurant's operating environment, taking into account the legislation in the field.
- identify raw materials, their origin and know how to handle them with the right techniques and resources.
- understand the customer service process and apply it in practical situations.

Content (course unit)

WHAT should a restaurant manager understand about the restaurant service operations as an entity?
WHY are raw materials treated according to life cycle thinking?
HOW are food services produced responsibly and professionally?

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

The student identifies the components of a restaurant service.
The student is able to manufacture and serve service products for a customer segment according to a business idea, but needs a lot of support and guidance or is unable to justify his or her choices.
The student operates in accordance with the instructions and legislation in the field.
The student is able to look at and evaluate things from his / her own perspective and take responsibility only for his / her own performance.

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

The student structures the components of a responsible restaurant service.
The student is able to choose the raw materials, methods and equipment to implement and serve a service product to a customer segment according to the business idea.
The student operates in accordance with instructions and legislation.
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 components of a responsible restaurant service.
The student works professionally and self-directed in accordance with the legislation of the field.
The student is able to choose the right raw materials, methods and equipment to implement and serve a quality food service product to the customer segment according to the business idea.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.
The student reflects on his or her own and others' work.

Assessment scale

0-5

Objectives (course unit)

The student
- identifies their own professional identity and their own strengths
- perceives the service business area and the operating environment as a whole and can closely monitor the topical phenomena in the field
- understands the importance of working life and interaction skills in vocational development
- understands his/her own and other activities in the team
- perceives what colleast education is
- sets comprehensive goals for both personal learning and professional growth

Content (course unit)

WHAT does studying in a polytechnic require?
WHICH skills are needed in systemic transformation of food consumption, service business and working life?
WHY is it important to act and interact with the team?
HOW do I maintain my studies and how do I work to achieve my goal?

Assessment criteria, pass/fail (course unit)

The student completes the unique and team-specific tasks assigned to the 1st academic year. The student takes responsibility for his own learning and design of their studies.

The student works in cooperation responsibly and committedly, developing its interaction skills. He actively interacts in remote situations.

Assessment scale

Pass/Fail

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

The student completes the unique and team-specific tasks assigned to the 1st academic year. The student takes responsibility for his own learning and design of their studies.

The student works in cooperation responsibly and committedly, developing its interaction skills. He actively interacts in remote situations.

Objectives (course unit)

Student:
- identifies the expertise needed in working life
- identifies their own strengths
- assess and develop his/her own skills in different learning environments
- takes advantage of the opportunities offered by university and able to plan their studies in accordance with their own career and knowledge targets
- knows the job search process

Content (course unit)

WHAT kind of career paths a bachelor of hospitality management has?
HOW do I develop my job search capability?
HOW do I develop my own professional know-how and expertise?
HOW do I take my own learning and let me know about my expertise?

Assessment criteria, pass/fail (course unit)

The student has made the assigned tasks and combines treated issues in a professional context.
The student has shown capability to apply its learning to practice.
The student gives and receives feedback constructively.
The student assesses and develops its expertise and learning.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student:
- has the necessary financial management skills in the field of restaurant expertise
- understand the significance of accounting and its connection with other activities of the organization.
- utilize software for business calculations.

Content (course unit)

WHAT is the importance of financial management as a component of business success?
WHAT mathematical and financial skills are needed in the profession?
HOW are professional calculations are done using a spreadsheet software?

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

The student performs basic arithmetic tasks in the profession.
The student uses ready-made calculation templates in Excel and performs simple calculations in a guided manner.

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

The student makes calculation templates in Excel and performs demanding calculations independently.
The student is able to choose the most appropriate procedure from different options and justify his / her choice.
The student understands the importance of economics in business.

Assessment criteria, excellent (5) (course unit)

The student makes demanding spreadsheets in Excel and uses them to aid in simulation.
The student applies mathematics to solve problems. He / she is able to look for different ways of working and solutions, justify his / her choices and try new ways of working.
The student understands the importance of economics in business.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to compare business ideas and earnings models and specify the areas of responsible business
- is able to identify new business opportunities in the service business
- is able to take into account current phenomena and trends in responsible business planning
- is able to create and model business ideas and present a business model
- is able to apply business planning methods and tools as a member of a team
- is able to assess one's own entrepreneurial skills

Content (course unit)

WHAT do the business idea, value proposition, added value and business model mean in the service business?
WHAT are the areas of responsible business in the service business?
WHY should a student get interested about entrepreneurship and self-employment as a form of work?
HOW can future challenges and opportunities be taken into account in responsible business planning?
WHAT business calculations needs to be managed?

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

The student is able to search for information to support business planning.
The student is able to define concepts that are relevant to business planning.
The student is able to name current phenomena and trends in the service business.
The student is able to apply calculations, tools and methods specific to business planning under supervision.
The student is able to assess his / her own entrepreneurial skills.
The student is able to act as a team member.
The student examines and evaluates things from his or her own perspective and takes responsibility for his or her own performance.

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

The student seeks and utilizes diverse, up-to-date information to support business planning.
The student is able to explain concepts relevant to business planning.
The student is able to take into account customer orientation and distinctiveness in defining a business idea and pitch the business model.
The student applies calculations, tools and methods specific to business planning independently.
The student takes responsibility for the activities of the team.
The student is able to specify and analyze his/her own entrepreneurial skills.
The student cooperated responsibly, committing to the team and developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student is able to use international source material in business planning.
The student is able to justify and critically evaluate the choices made as a team in business planning and teamwork.
The student is able to conceptualize business in a value-creating way.
The student is able to apply the calculations, tools and methods characteristic of business planning creatively and imaginatively.
The student utilizes his or her leadership in team operations.
The student critically and creatively evaluates his or her own entrepreneurial skills.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to express their justified view on the field of business and its development
- to make visible the hospitality management brand of Tampere University of Applied Sciences
- to evaluate and reflect on themselves and their professional growth

Content (course unit)

WHAT is the hospitality management brand of Tampere University of Applied Sciences like?
Why is networking important?
HOW do I grow into a professional and develop the field of business?

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

RestoSmash event has been implemented together with partners in field. The content and implementation of RestoSmash event are traditional and typical in the field. There is not much visibility of RestoSmash event is line of business. The student’s has not been involved enough in RestoSmash. The students works in team but she/he is not responsible for entire team work. She/he is not able to evaluate her/his or the team work justifiably. The student’s professional growth is not always connected with her/his activieties.

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

RestoSmash event has been planned and implemented together with partners in the field utilized networks. RestoSmash event gets publicity in the field of business. The student understands the idea of measurement in planning, implementation, monitoring and evalution. The student is active in the team and is able to reflect her/his own and team work. The student’s professional growth is visible and she/he brings out the hospitality management brand.

Assessment criteria, excellent (5) (course unit)

RestoSmash event has been planned and implemented innovatively in cooperation with partners in the field by creating and utilizing networks. RestoSmash event brings the new perspectives and gains visibility to the field. The student is able to plan, implement, monitor and evaluate comprehensively different kind of events by using chosen measures. The student is responsible for her/his work in the team and is able to evaluate her/his own and team work justifiably. The student’s professional growth appears in responsibility and cooperative activities. The student brings out the hospitality management brand in networks positively.

Assessment criteria, pass/fail (course unit)

There are some failings in studies.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to express their justified view on the field of business and its development
- to make visible the hospitality management brand of Tampere University of Applied Sciences
- to evaluate and reflect on themselves and their professional growth

Content (course unit)

WHAT is the hospitality management brand of Tampere University of Applied Sciences like?
Why is networking important?
HOW do I grow into a professional and develop the field of business?

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

RestoSmash event has been implemented together with partners in field. The content and implementation of RestoSmash event are traditional and typical in the field. There is not much visibility of RestoSmash event is line of business. The student’s has not been involved enough in RestoSmash. The students works in team but she/he is not responsible for entire team work. She/he is not able to evaluate her/his or the team work justifiably. The student’s professional growth is not always connected with her/his activieties.

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

RestoSmash event has been planned and implemented together with partners in the field utilized networks. RestoSmash event gets publicity in the field of business. The student understands the idea of measurement in planning, implementation, monitoring and evalution. The student is active in the team and is able to reflect her/his own and team work. The student’s professional growth is visible and she/he brings out the hospitality management brand.

Assessment criteria, excellent (5) (course unit)

RestoSmash event has been planned and implemented innovatively in cooperation with partners in the field by creating and utilizing networks. RestoSmash event brings the new perspectives and gains visibility to the field. The student is able to plan, implement, monitor and evaluate comprehensively different kind of events by using chosen measures. The student is responsible for her/his work in the team and is able to evaluate her/his own and team work justifiably. The student’s professional growth appears in responsibility and cooperative activities. The student brings out the hospitality management brand in networks positively.

Assessment criteria, pass/fail (course unit)

There are some failings in studies.

Assessment scale

0-5

Objectives (course unit)

Students
- are familiar with the basics of research and know the key concept of research.
- are able to design and implement practical, applied research according to research ethics.
- are able to use the statistical program to produce and interpret the most common statistical presentations.
- can analyse qualitative text material and can describe obtained results (qualitative research)

Content (course unit)

WHAT are the basics of research and research ethics?
HOW does the research material be collected, be described, be analyzed?
HOW are the reliability and effectiveness of the results estimated?
WHY is the study know-how important?

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

The student identifies the basic concepts which are related to the research work.
The student is familiar with the different research methods and can use them in a controlled way.
The student is able to use the statistical program to produce the most common statistical presentations.
The student can operate on the support of the team.

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

The student can define the basic concepts which are related to the research work.
The student can design and implement a small research. The student is able to use the statistical program to produce and interpret the most common statistical presentations.
The student takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student can design and implement a small research. The student can describe and can analyse research results. The student can estimate the reliability and effectiveness of the results. The student understands the significance of the research in development work. The student can cooperate responsibly and constructively.

Assessment criteria, pass/fail (course unit)

The student does not recognize the concepts related to the research and cannot use research methods.

Assessment scale

0-5

Objectives (course unit)

Students
- are familiar with the basics of research and know the key concept of research.
- are able to design and implement practical, applied research according to research ethics.
- are able to use the statistical program to produce and interpret the most common statistical presentations.
- can analyse qualitative text material and can describe obtained results (qualitative research)

Content (course unit)

WHAT are the basics of research and research ethics?
HOW does the research material be collected, be described, be analyzed?
HOW are the reliability and effectiveness of the results estimated?
WHY is the study know-how important?

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

The student identifies the basic concepts which are related to the research work.
The student is familiar with the different research methods and can use them in a controlled way.
The student is able to use the statistical program to produce the most common statistical presentations.
The student can operate on the support of the team.

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

The student can define the basic concepts which are related to the research work.
The student can design and implement a small research. The student is able to use the statistical program to produce and interpret the most common statistical presentations.
The student takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student can design and implement a small research. The student can describe and can analyse research results. The student can estimate the reliability and effectiveness of the results. The student understands the significance of the research in development work. The student can cooperate responsibly and constructively.

Assessment criteria, pass/fail (course unit)

The student does not recognize the concepts related to the research and cannot use research methods.

Assessment scale

0-5

Objectives (course unit)

Students
- are familiar with the basics of research and know the key concept of research.
- are able to design and implement practical, applied research according to research ethics.
- are able to use the statistical program to produce and interpret the most common statistical presentations.
- can analyse qualitative text material and can describe obtained results (qualitative research)

Content (course unit)

WHAT are the basics of research and research ethics?
HOW does the research material be collected, be described, be analyzed?
HOW are the reliability and effectiveness of the results estimated?
WHY is the study know-how important?

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

The student identifies the basic concepts which are related to the research work.
The student is familiar with the different research methods and can use them in a controlled way.
The student is able to use the statistical program to produce the most common statistical presentations.
The student can operate on the support of the team.

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

The student can define the basic concepts which are related to the research work.
The student can design and implement a small research. The student is able to use the statistical program to produce and interpret the most common statistical presentations.
The student takes responsibility and commits to the group activities in addition to his/her own work.

Assessment criteria, excellent (5) (course unit)

The student can design and implement a small research. The student can describe and can analyse research results. The student can estimate the reliability and effectiveness of the results. The student understands the significance of the research in development work. The student can cooperate responsibly and constructively.

Assessment criteria, pass/fail (course unit)

The student does not recognize the concepts related to the research and cannot use research methods.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to pay attention to the new and existing phenomena, trends, and weak signals in the field and society
- to seek new research data in the professional field and based on the research data to yield concrete ideas to develop the field of business

Content (course unit)

WHAT chances does the field of business offer?
WHY do development, innovation, and envisioning belong to the competence in the field, and what tools are needed for them?
HOW can I find and recognise my own career path?

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

Professional participation has not been active. There are shortcomings in the development work. New research data and articles have been scarcely utilised in the work. From the development work, it can be interpreted that the student has not fully internalized the issue. There is little self-reflection in the work. The development work has been presented to the whole group and implemented according to plan. The scope of the work is not proportional to the resources of the course.

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

Professional participation has been at a good level. The development work has been successful. The mission has been accomplished and the plans have been followed. New research data and articles have been utilised. The work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter. The development work has been presented to the whole group and implemented according to plan. The scope of the work is proportional to the resources of the course.

Assessment criteria, excellent (5) (course unit)

The professional involvement has been commendable. The development work has been very successful. Clear and diverse handling of the matter and workable plans. New research data and articles have been utilised in a wide range of ways. To its credit, the work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter and mastered it. The development work has been properly presented to the whole group and carried out according to plan. The scope of the work is proportional to the resources of the course.

Assessment scale

0-5

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Professional participation has not been active. There are shortcomings in the development work. New research data and articles have been scarcely utilised in the work. From the development work, it can be interpreted that the student has not fully internalized the issue. There is little self-reflection in the work. The development work has been presented to the whole group and implemented according to plan. The scope of the work is not proportional to the resources of the course.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Professional participation has been at a good level. The development work has been successful. The mission has been accomplished and the plans have been followed. New research data and articles have been utilised. The work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter. The development work has been presented to the whole group and implemented according to plan. The scope of the work is proportional to the resources of the course.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The professional involvement has been commendable. The development work has been very successful. Clear and diverse handling of the matter and workable plans. New research data and articles have been utilised in a wide range of ways. To its credit, the work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter and mastered it. The development work has been properly presented to the whole group and carried out according to plan. The scope of the work is proportional to the resources of the course.

Objectives (course unit)

Students are able
- to pay attention to the new and existing phenomena, trends, and weak signals in the field and society
- to seek new research data in the professional field and based on the research data to yield concrete ideas to develop the field of business

Content (course unit)

WHAT chances does the field of business offer?
WHY do development, innovation, and envisioning belong to the competence in the field, and what tools are needed for them?
HOW can I find and recognise my own career path?

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

Professional participation has not been active. There are shortcomings in the development work. New research data and articles have been scarcely utilised in the work. From the development work, it can be interpreted that the student has not fully internalized the issue. There is little self-reflection in the work. The development work has been presented to the whole group and implemented according to plan. The scope of the work is not proportional to the resources of the course.

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

Professional participation has been at a good level. The development work has been successful. The mission has been accomplished and the plans have been followed. New research data and articles have been utilised. The work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter. The development work has been presented to the whole group and implemented according to plan. The scope of the work is proportional to the resources of the course.

Assessment criteria, excellent (5) (course unit)

The professional involvement has been commendable. The development work has been very successful. Clear and diverse handling of the matter and workable plans. New research data and articles have been utilised in a wide range of ways. To its credit, the work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter and mastered it. The development work has been properly presented to the whole group and carried out according to plan. The scope of the work is proportional to the resources of the course.

Assessment scale

0-5

Objectives (course unit)

Students are able
- identify service design process and know how to adapt user-centered methods in a service development
- recognize users values and new service needs based by them
- design different alternatives for development of the multisensory service with a help of a prototype
- know how to lead their own service design process

Content (course unit)

WHAT is customers share in a service development?
WHY is customer experience important?
HOW I lead service development?

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

Student can recognise the concept of service design and is able to describe user-centered service. Student knows different service design methods and uses them under supervision. Student can work in a service design process with a support by the team. Student considers and assesses things from his/hers choices.

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

Student structures relation between field-related phenomena and service design concept. Student can design economic and high-quality services by including service users in the development process. Student can lead his/her own service design process under supervision. Student can cooperate responsibly and follows the important courses of action in the service-field.

Assessment criteria, excellent (5) (course unit)

Student undertands service design concept and relates it to the professional context. Student can design and analyses economic and high-quality services by including service users in the development process. Student is able to lead his/her own service design process. Student works responsibly and in a commited manner considering the community and service field requirement and needs.

Assessment criteria, pass/fail (course unit)

Student does not recognise the concept of service design and is not able to use service design methods.

Assessment scale

0-5

Objectives (course unit)

Students are able
- identify service design process and know how to adapt user-centered methods in a service development
- recognize users values and new service needs based by them
- design different alternatives for development of the multisensory service with a help of a prototype
- know how to lead their own service design process

Content (course unit)

WHAT is customers share in a service development?
WHY is customer experience important?
HOW I lead service development?

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

Student can recognise the concept of service design and is able to describe user-centered service. Student knows different service design methods and uses them under supervision. Student can work in a service design process with a support by the team. Student considers and assesses things from his/hers choices.

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

Student structures relation between field-related phenomena and service design concept. Student can design economic and high-quality services by including service users in the development process. Student can lead his/her own service design process under supervision. Student can cooperate responsibly and follows the important courses of action in the service-field.

Assessment criteria, excellent (5) (course unit)

Student undertands service design concept and relates it to the professional context. Student can design and analyses economic and high-quality services by including service users in the development process. Student is able to lead his/her own service design process. Student works responsibly and in a commited manner considering the community and service field requirement and needs.

Assessment criteria, pass/fail (course unit)

Student does not recognise the concept of service design and is not able to use service design methods.

Assessment scale

0-5

Objectives (course unit)

Student:
- identifies the information management framework in the logistical process (information, material, monetary and recycling streams) in the restonomal operating environment
- can choose a purchasing partner sustainably and transparently responsible local actors
- understands the daily operational purchase process as part of the business profitability.
- can exploit the possibilities of digitalisation and cooperation networks in business management, planning and implementation
- can use information about their own field to find, introduce and consolidate sustainable solutions and operating models

Content (course unit)

WHAT is the information management and the logistic process?
WHY is responsibility and cooperation is important in the logistics of the service product chain?
HOW can digital systems be utilized in information management and loss in loss?
HOW does the data baseline look like in all activities of the organization?

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

The student recognizes the concepts of information management and logistical process. The student identifies the procurement sector and digital systems that are used as managing management tools.
The student will review and evaluate issues of their own perspective and taking responsibility for their own performance.

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

The student understands the concepts of information management and logistical process.
The student knows the principles of strategic and tactical procurement and applies them to operational purchasing operations, utilizing digital systems as managing tools. The student applies information as part of a profitable and responsible business.
The student estimates its own and other work.
The student is able to cooperate responsibly and committed to team activities, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the business management and logistical process as part of a profitable and responsible business.
The student understands the principles of strategic and tactical procurement and applies them to operational purchasing operations, utilizing digital systems as managing tools.
The student is able to explain the broad-based entities in the service business of digital solutions and presents solutions in a professional context. The student is looking for and evaluating a variety of durable practices and solutions to them.
The student estimates and comments on the industry's digitalisation development and its own and other activities.
The student is able to cooperate responsibly, flexibly and constructively developing one's own team and stakeholder interaction.
The student works responsibly and exemplarily committed to the overall performance of his team or his assistant.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to define the characteristics of text types that are important for study and working life and apply their knowledge of text types in different writing situations
- is able to write a structurally intact, illustrative, factual and comprehensible text
- can use versatile sources critically in his/her field and be able to refer to sources and compile a list of sources
- is able to promote the company's operations by means of communication by him/herself and as a teamwork
- identify their own communication style and development needs as a communicator

Content (course unit)

WHAT are text types and what are the types of text that are important for study and working life?
WHY is it important that communication takes into account the recipient and the situation?
HOW are sources referenced and how are they marked in the text and list of sources?

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

The student communicates in an understandable and factual manner, by using templates and instructions. The student finds sources, although their use and reference is limited.
The justification for the allegations is modest.
The construction of the messages is fickle, and there is something to note about the form and style of the language.

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

The student communicates in a structured and illustrative way and targets his / her message according to the recipient and the situation.
The student justifies his / her view.
The student chooses his source appropriately, and the reference naturally links to the rest of the text. Relevant information is clearly conveyed.
The messages are easy to receive and the texts are fairly error-free.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, inspiringly and interactively.
The student justifies his / her views in many ways.
The student uses the sources evaluatively and commenting.
The essential information is excellently structured and condensed, and the language and style are mastered.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to define the characteristics of text types that are important for study and working life and apply their knowledge of text types in different writing situations
- is able to write a structurally intact, illustrative, factual and comprehensible text
- can use versatile sources critically in his/her field and be able to refer to sources and compile a list of sources
- is able to promote the company's operations by means of communication by him/herself and as a teamwork
- identify their own communication style and development needs as a communicator

Content (course unit)

WHAT are text types and what are the types of text that are important for study and working life?
WHY is it important that communication takes into account the recipient and the situation?
HOW are sources referenced and how are they marked in the text and list of sources?

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

The student communicates in an understandable and factual manner, by using templates and instructions. The student finds sources, although their use and reference is limited.
The justification for the allegations is modest.
The construction of the messages is fickle, and there is something to note about the form and style of the language.

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

The student communicates in a structured and illustrative way and targets his / her message according to the recipient and the situation.
The student justifies his / her view.
The student chooses his source appropriately, and the reference naturally links to the rest of the text. Relevant information is clearly conveyed.
The messages are easy to receive and the texts are fairly error-free.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, inspiringly and interactively.
The student justifies his / her views in many ways.
The student uses the sources evaluatively and commenting.
The essential information is excellently structured and condensed, and the language and style are mastered.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to define the characteristics of text types that are important for study and working life and apply their knowledge of text types in different writing situations
- is able to write a structurally intact, illustrative, factual and comprehensible text
- can use versatile sources critically in his/her field and be able to refer to sources and compile a list of sources
- is able to promote the company's operations by means of communication by him/herself and as a teamwork
- identify their own communication style and development needs as a communicator

Content (course unit)

WHAT are text types and what are the types of text that are important for study and working life?
WHY is it important that communication takes into account the recipient and the situation?
HOW are sources referenced and how are they marked in the text and list of sources?

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

The student communicates in an understandable and factual manner, by using templates and instructions. The student finds sources, although their use and reference is limited.
The justification for the allegations is modest.
The construction of the messages is fickle, and there is something to note about the form and style of the language.

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

The student communicates in a structured and illustrative way and targets his / her message according to the recipient and the situation.
The student justifies his / her view.
The student chooses his source appropriately, and the reference naturally links to the rest of the text. Relevant information is clearly conveyed.
The messages are easy to receive and the texts are fairly error-free.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, inspiringly and interactively.
The student justifies his / her views in many ways.
The student uses the sources evaluatively and commenting.
The essential information is excellently structured and condensed, and the language and style are mastered.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students are able
- to express their justified view on the field of business and its development
- to make visible the hospitality management brand of Tampere University of Applied Sciences
- to evaluate and reflect on themselves and their professional growth

Content (course unit)

WHAT is the hospitality management brand of Tampere University of Applied Sciences like?
Why is networking important?
HOW do I grow into a professional and develop the field of business?

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

RestoSmash event has been implemented together with partners in field. The content and implementation of RestoSmash event are traditional and typical in the field. There is not much visibility of RestoSmash event is line of business. The student’s has not been involved enough in RestoSmash. The students works in team but she/he is not responsible for entire team work. She/he is not able to evaluate her/his or the team work justifiably. The student’s professional growth is not always connected with her/his activieties.

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

RestoSmash event has been planned and implemented together with partners in the field utilized networks. RestoSmash event gets publicity in the field of business. The student understands the idea of measurement in planning, implementation, monitoring and evalution. The student is active in the team and is able to reflect her/his own and team work. The student’s professional growth is visible and she/he brings out the hospitality management brand.

Assessment criteria, excellent (5) (course unit)

RestoSmash event has been planned and implemented innovatively in cooperation with partners in the field by creating and utilizing networks. RestoSmash event brings the new perspectives and gains visibility to the field. The student is able to plan, implement, monitor and evaluate comprehensively different kind of events by using chosen measures. The student is responsible for her/his work in the team and is able to evaluate her/his own and team work justifiably. The student’s professional growth appears in responsibility and cooperative activities. The student brings out the hospitality management brand in networks positively.

Assessment criteria, pass/fail (course unit)

There are some failings in studies.

Assessment scale

0-5

Objectives (course unit)

Students are able
-are able to plan and implement a service case for different target groups.
-are able to evaluate a produced food service case from the point of view of product- and nutrition quality, cost-effectiveness, time management and customer experience.

Content (course unit)

WHAT does nutrition quality mean in food services?
WHY are marketing and personal sales so important in producing customer service?
HOW can economy be measured and evaluated without forgetting the customer?
HOW will the legislation of alcoholic beverages and food safety be taken into consideration in organizing events for customers?

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

The student has satisfactorily completed the planning and the implementation of service case. There are some divergences between the plan and the implementation. There is some inadequacy in student’s independent work, team work and skills in planning. The customers have not been satisfied with the service case.

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

The student has completed the service case according to the plan and taken into consideration different target groups. The implementation has been good but it has not been very innovative. Customer satisfaction and profitability have been in good level in project. The team work has been cooperative and the team has indicated a good abilities in problem solving and flexibility.

Assessment criteria, excellent (5) (course unit)

The student has completed the service case according to the plan, doing it very well and applying the theoretical studies. The student has indicated excellent innovativeness, abilities in problem solving and flexibility. Customer satisfaction and profitability are in excellent level in project and different target groups have been

Assessment criteria, pass/fail (course unit)

Failed
The student has not participated in contact lessons and done the given tasks.

Assessment scale

0-5

Objectives (course unit)

Students
- know the superior’s and employee’s responsibilities in the work community
- are able to manage themselves and others
- are able to encourage, motivate, and commit staff to operate according to the objectives of the work community

Content (course unit)

HOW can I grow and develop into a good superior?
WHY do I have to understand dissimilarity?
HOW is it possible to develop interaction skills?
HOW can I promote staff wellbeing in the work community?

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

The student recognizes the superior´s and employee´s responsibilities in the work community. The student tries to lead him/herself and the others.
The student knows how to inspire, to motivate and make staff commit themselves to operate according to the objectives of the work community.
The student recognize some factors that affect interaction.

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

The student understands the superior´s and employee´s responsibilities in the work community.
The student is able to lead him/herself and the others.
Using interaction, the student can inspire, motivate and make staff commit themselves to operate according to the objectives of the work community.

Assessment criteria, excellent (5) (course unit)

The student understands widely the superior´s and employee´s responsibilities in the work community.
The student can lead him/herself and the others.
The student is able to inspire, to motivate and make staff commit themselves to operate according to the objectives of the work community.
The student develops his/hers own social skills and interaction of the group.

Assessment criteria, pass/fail (course unit)

The student doesn´t recognize the superior´s and employee´s responsibilities in the work community. The student is the member of the group, but isn´t able to lead him/herself or the others.
The student doesn´t know how to inspire, motivate and make staff commit themselves to operate according to the objectives of the work community.
The student recognizes weakly the factors that affect interaction.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to compare business ideas and earnings models and specify the areas of responsible business
- is able to identify new business opportunities in the service business
- is able to take into account current phenomena and trends in responsible business planning
- is able to create and model business ideas and present a business model
- is able to apply business planning methods and tools as a member of a team
- is able to assess one's own entrepreneurial skills

Content (course unit)

WHAT do the business idea, value proposition, added value and business model mean in the service business?
WHAT are the areas of responsible business in the service business?
WHY should a student get interested about entrepreneurship and self-employment as a form of work?
HOW can future challenges and opportunities be taken into account in responsible business planning?
WHAT business calculations needs to be managed?

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

The student is able to search for information to support business planning.
The student is able to define concepts that are relevant to business planning.
The student is able to name current phenomena and trends in the service business.
The student is able to apply calculations, tools and methods specific to business planning under supervision.
The student is able to assess his / her own entrepreneurial skills.
The student is able to act as a team member.
The student examines and evaluates things from his or her own perspective and takes responsibility for his or her own performance.

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

The student seeks and utilizes diverse, up-to-date information to support business planning.
The student is able to explain concepts relevant to business planning.
The student is able to take into account customer orientation and distinctiveness in defining a business idea and pitch the business model.
The student applies calculations, tools and methods specific to business planning independently.
The student takes responsibility for the activities of the team.
The student is able to specify and analyze his/her own entrepreneurial skills.
The student cooperated responsibly, committing to the team and developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student is able to use international source material in business planning.
The student is able to justify and critically evaluate the choices made as a team in business planning and teamwork.
The student is able to conceptualize business in a value-creating way.
The student is able to apply the calculations, tools and methods characteristic of business planning creatively and imaginatively.
The student utilizes his or her leadership in team operations.
The student critically and creatively evaluates his or her own entrepreneurial skills.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to express their justified view on the field of business and its development
- to make visible the hospitality management brand of Tampere University of Applied Sciences
- to evaluate and reflect on themselves and their professional growth

Content (course unit)

WHAT is the hospitality management brand of Tampere University of Applied Sciences like?
Why is networking important?
HOW do I grow into a professional and develop the field of business?

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

RestoSmash event has been implemented together with partners in field. The content and implementation of RestoSmash event are traditional and typical in the field. There is not much visibility of RestoSmash event is line of business. The student’s has not been involved enough in RestoSmash. The students works in team but she/he is not responsible for entire team work. She/he is not able to evaluate her/his or the team work justifiably. The student’s professional growth is not always connected with her/his activieties.

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

RestoSmash event has been planned and implemented together with partners in the field utilized networks. RestoSmash event gets publicity in the field of business. The student understands the idea of measurement in planning, implementation, monitoring and evalution. The student is active in the team and is able to reflect her/his own and team work. The student’s professional growth is visible and she/he brings out the hospitality management brand.

Assessment criteria, excellent (5) (course unit)

RestoSmash event has been planned and implemented innovatively in cooperation with partners in the field by creating and utilizing networks. RestoSmash event brings the new perspectives and gains visibility to the field. The student is able to plan, implement, monitor and evaluate comprehensively different kind of events by using chosen measures. The student is responsible for her/his work in the team and is able to evaluate her/his own and team work justifiably. The student’s professional growth appears in responsibility and cooperative activities. The student brings out the hospitality management brand in networks positively.

Assessment criteria, pass/fail (course unit)

There are some failings in studies.

Assessment scale

0-5

Objectives (course unit)

Student:
- identify the importance and specificities of sustainable and multi-channel sales and marketing in the service business
- is able to take into account the needs of different customer target groups when utilizing marketing channels
- identify typical customer purchase paths in different channels
- is able to act in sales in customer service situations
- takes into account the building of customer experience and value when selling and marketing services

Content (course unit)

WHAT do sustainable and multi-channel sales and marketing mean in the service business?
WHAT do customer target groups, purchasing paths and marketing channels mean in the service business?
WHY should a student get excited about developing their own sales and marketing skills as part of their service industry expertise?
HOW is the building of customer experience and value supported through the sales and marketing activities of the service business?

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

The student is able to define concepts related to sales and marketing.
The student identifies concepts related to customer target groups, purchasing paths and marketing channels.
The student knows the logic of building customer value and is able to define the basic principles of sales customer service.
The student performs the given tasks under supervision.
The student examines and evaluates things from his or her own perspective and takes responsibility only for his or her own performance.

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

The student is able to structure the relationships between the concepts related to sustainable sales and marketing.
The student is able to explain the concepts related to customer target groups, purchasing paths and marketing channels, combining them with the service business.
The student is able to apply the logic of building customer value and act commercially in customer service situations.
The student is able to reflect on his or her own and others' work.
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 role of sustainable sales and marketing as part of the service business and is able to apply the concepts of digital sales and marketing in different contexts.
The student identifies the relationships between customer target groups, purchasing paths and marketing channels.
The student is able to analyze and compare the logic of building customer value in the sales and marketing functions of service operations.
The student is able to evaluate and use the most appropriate operating methods in sales customer service situations.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Student:
- identifies the information management framework in the logistical process (information, material, monetary and recycling streams) in the restonomal operating environment
- can choose a purchasing partner sustainably and transparently responsible local actors
- understands the daily operational purchase process as part of the business profitability.
- can exploit the possibilities of digitalisation and cooperation networks in business management, planning and implementation
- can use information about their own field to find, introduce and consolidate sustainable solutions and operating models

Content (course unit)

WHAT is the information management and the logistic process?
WHY is responsibility and cooperation is important in the logistics of the service product chain?
HOW can digital systems be utilized in information management and loss in loss?
HOW does the data baseline look like in all activities of the organization?

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

The student recognizes the concepts of information management and logistical process. The student identifies the procurement sector and digital systems that are used as managing management tools.
The student will review and evaluate issues of their own perspective and taking responsibility for their own performance.

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

The student understands the concepts of information management and logistical process.
The student knows the principles of strategic and tactical procurement and applies them to operational purchasing operations, utilizing digital systems as managing tools. The student applies information as part of a profitable and responsible business.
The student estimates its own and other work.
The student is able to cooperate responsibly and committed to team activities, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the business management and logistical process as part of a profitable and responsible business.
The student understands the principles of strategic and tactical procurement and applies them to operational purchasing operations, utilizing digital systems as managing tools.
The student is able to explain the broad-based entities in the service business of digital solutions and presents solutions in a professional context. The student is looking for and evaluating a variety of durable practices and solutions to them.
The student estimates and comments on the industry's digitalisation development and its own and other activities.
The student is able to cooperate responsibly, flexibly and constructively developing one's own team and stakeholder interaction.
The student works responsibly and exemplarily committed to the overall performance of his team or his assistant.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

Objective of course
Students deepen their knowledge on special diets and their practical implementation. They are familiar with the products available, capable of selecting the correct foodstuffs for the diet. They know the nutritional recommendations. Students learn to asses their own and their clients diet.

Content (course unit)

Course contents
- Epidemiological background of special diets
- Special diets in practice
- Nutritional recommendations
- Assessment of eating habits by various methods
- Assessment of diet

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

Satisfactory (1-2)

The student recognizes the nutritional special characteristics of the different age groups. The student recognizes the special characteristics of the special diets. The student is able to select the correct foodstuffs for the special diets. The student performs the given tasks. The student examines matters from his own point of view and takes the responsibility for his own operation.

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

Good (3-4)

The student knows the special characteristics of the special diets and can apply this knowledge professionally. Likewise he knows and special characteristics of the nutrition of different population groups. The student performs the given tasks well. The student can work responsibly in cooperation with other students.

Assessment criteria, excellent (5) (course unit)

Excellent (5)

The student understands the special characteristics of the special diets widely and can utilize this information professionally. The student understands the special characteristics of the nutrition of different population groups widely. The student performs the given tasks excellently. The student can work responsibly, flexibly and constructively in cooperation with other students.

Assessment criteria, pass/fail (course unit)

Failed

The student doesn´t recognize the nutritional special characteristics of the different age groups. The student doesn´t recognize the special characteristics of the special diets. The student is not able to select correct foodstuffs for the special diets. The student performs the given tasks poorly. The student examines matters from his own point of view and takes the responsibility for his own operation poorly.

Location and time

Virtual course.

Assessment scale

0-5

Teaching methods

excercises
discussions
virtual working

There's a lot of optionality in the tasks. This allows the student to progress in the course in accordance with their own goals.

Completion alternatives

There is no alternative method of implementation.

Further information

Finnish degree students can answer in Finnish if they wish. The instructions for assignments are in English.

Registration for the course is as usual in Pakki.

There's a lot of optionality in the tasks. This allows the student to progress in the course in accordance with their own goals.

The virtual course in Moodle will be open 22.1.-11.12.2024. It is hoped that those who started in the spring semester will complete the course during the spring semester and those who started in the autumn semester will complete the course during the fall.

Objectives (course unit)

Students are able
- to pay attention to the new and existing phenomena, trends, and weak signals in the field and society
- to seek new research data in the professional field and based on the research data to yield concrete ideas to develop the field of business

Content (course unit)

WHAT chances does the field of business offer?
WHY do development, innovation, and envisioning belong to the competence in the field, and what tools are needed for them?
HOW can I find and recognise my own career path?

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

Professional participation has not been active. There are shortcomings in the development work. New research data and articles have been scarcely utilised in the work. From the development work, it can be interpreted that the student has not fully internalized the issue. There is little self-reflection in the work. The development work has been presented to the whole group and implemented according to plan. The scope of the work is not proportional to the resources of the course.

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

Professional participation has been at a good level. The development work has been successful. The mission has been accomplished and the plans have been followed. New research data and articles have been utilised. The work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter. The development work has been presented to the whole group and implemented according to plan. The scope of the work is proportional to the resources of the course.

Assessment criteria, excellent (5) (course unit)

The professional involvement has been commendable. The development work has been very successful. Clear and diverse handling of the matter and workable plans. New research data and articles have been utilised in a wide range of ways. To its credit, the work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter and mastered it. The development work has been properly presented to the whole group and carried out according to plan. The scope of the work is proportional to the resources of the course.

Assessment scale

0-5

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Professional participation has not been active. There are shortcomings in the development work. New research data and articles have been scarcely utilised in the work. From the development work, it can be interpreted that the student has not fully internalized the issue. There is little self-reflection in the work. The development work has been presented to the whole group and implemented according to plan. The scope of the work is not proportional to the resources of the course.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Professional participation has been at a good level. The development work has been successful. The mission has been accomplished and the plans have been followed. New research data and articles have been utilised. The work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter. The development work has been presented to the whole group and implemented according to plan. The scope of the work is proportional to the resources of the course.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The professional involvement has been commendable. The development work has been very successful. Clear and diverse handling of the matter and workable plans. New research data and articles have been utilised in a wide range of ways. To its credit, the work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter and mastered it. The development work has been properly presented to the whole group and carried out according to plan. The scope of the work is proportional to the resources of the course.

Objectives (course unit)

Student:
- is able to communicate about themselves, their education, work experience and tasks as well as use the industry-related special terminology.
- is able to use the English language in both spoken and written forms to carry out work-related tasks in
a multicultural context.
- is able to communicate in a customer-oriented way in various networks, negotiation and counselling situations.
- is able to adapt their communication style according to the communication partner in various
contexts.
- is able to seek and apply professionally essential, industry-related information in a critical and analytical manner.
- is able to follow the development in their field of study and participate in it via various channels (e.g. media, conferences, literature).

Content (course unit)

WHAT are the students able to communicate about their professional skills, working environment and tasks in the target language?
WHAT will the students need in order to successfully use the target language in a multicultural customer-oriented context?
HOW will the students develop their meta-skills and how will they find information related to their field of study?

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

The student understands the main points of the professional material in his / her field and is able to use basic aids to acquire basic information and convey it in an understandable way.
The student expresses himself in a simplified and inaccurate way, but usually in an understandable and professional manner.
The student works and communicates in a limited way, but tries to take into account the interaction situation.
The student pronounces inaccurately but intelligibly.

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

The student understands the main points and most details of the professional material in his / her field and is able to apply the acquired knowledge.
The student expresses himself / herself clearly, professionally and fairly flawlessly.
The student acts and communicates properly and demonstrates situational awareness in interaction.
The student pronounces quite naturally and clearly.

Assessment criteria, excellent (5) (course unit)

The student understands both the main points and the details of quite demanding professional material and is able to apply the acquired knowledge.
The student expresses himself effortlessly, accurately and in a variety of ways, using a style appropriate to the situation.
The student acts and communicates effectively, professionally, interactively and almost flawlessly.
The student pronounces naturally, clearly and quite nuancedly.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to pay attention to the new and existing phenomena, trends, and weak signals in the field and society
- to seek new research data in the professional field and based on the research data to yield concrete ideas to develop the field of business

Content (course unit)

WHAT chances does the field of business offer?
WHY do development, innovation, and envisioning belong to the competence in the field, and what tools are needed for them?
HOW can I find and recognise my own career path?

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

Professional participation has not been active. There are shortcomings in the development work. New research data and articles have been scarcely utilised in the work. From the development work, it can be interpreted that the student has not fully internalized the issue. There is little self-reflection in the work. The development work has been presented to the whole group and implemented according to plan. The scope of the work is not proportional to the resources of the course.

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

Professional participation has been at a good level. The development work has been successful. The mission has been accomplished and the plans have been followed. New research data and articles have been utilised. The work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter. The development work has been presented to the whole group and implemented according to plan. The scope of the work is proportional to the resources of the course.

Assessment criteria, excellent (5) (course unit)

The professional involvement has been commendable. The development work has been very successful. Clear and diverse handling of the matter and workable plans. New research data and articles have been utilised in a wide range of ways. To its credit, the work has been accompanied by one's own reflection. From the development work, it can be interpreted that the student has internalized the matter and mastered it. The development work has been properly presented to the whole group and carried out according to plan. The scope of the work is proportional to the resources of the course.

Assessment scale

0-5

Objectives (course unit)

Student
- is able to demonstrate the synergy between tourism, hospitality, well-being and sustainability
- is able to evaluate new service opportunities in global and regional context
- is able to add value in a cross-sectoral, multicultural team and global problem solving
- is able to apply possibilities of circular economy in development of sustainable service business
- is able to explain the value of research, development and innovation projects in enhancement of sustainability challenges

Content (course unit)

WHAT viewpoints a multi-cultural approach and diversity can bring to analysis of well-being and sustainability?
WHY sustainability challenges and problems should be tackled with cross-expertise teamwork?
WHY well-being and sustainability call for a holistic understanding (of the phenomena)?
HOW circular economy thinking&doing can be apply in sustainable services and events?

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

The student is able to identify and define key concepts of tourism, hospitality, well-being and sustainable development.
The student is aware of alternative methods and tools but is unable to reason one’s choices from the perspective of applying circular economy in service business.
The student can explain the economic and well-being related outcome and impact of one’s own action.
The student can work in a project in collaboration with different actors from different fields and apply one’s own expertise in teamwork.

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

The student can identify and explain causal relationships of tourism, hospitality, well-being and sustainability related phenomena and key concepts.
The student can select suitable and appropriate methods and argument one’s choices to promote circular economy in service management and/or business.
The student can describe and assess well-being and economical impact of one’s own actions within a multicultural team. The student is able to bring one’s professional skills into play for the team’s joint resources.

Assessment criteria, excellent (5) (course unit)

The student can holistically discuss the synergy between tourism, hospitality, well-being and sustainability.
The student consistently works towards alternative operational models and sustainable solutions to promote circular economy in service business and/or management.
The student can anticipate the impact of one’s action.
The student is able to work in a multicultural team.
The student shows skills in combining and harmonising viewpoints and encouraging others to share information and participate in teamwork.

Location and time

The course runs the entire Spring semester, both the third and the fourth periods. Time tables and places (tba) can be found at https://lukkarit.tamk.fi/. Our weekly rhythm is based on Monday mornings 9-11.30 and Tuesday mornings 9-11.30. At some point, on some weeks, Tuesdays may be used for team work without teacher-driven sessions. However, we begin on the 8th of January at 9:00, and at least in January both Mondays and Tuesdays we spend together, and team work is coached and facilitated by the teachers during the sessions.

Exam schedules

No exam.

Assessment methods and criteria

Evaluation is based on individual work and teamwork, and will be completed with numeric evaluation. We use teachers' evaluation, self- and peer reflection, and commissioner's evaluation. Assessment is based on the process and end result of the team process. Also, there will be some individual assignments that play a role in the overall grading.
The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).

Assessment scale

0-5

Teaching methods

The study unit in principle builds on a multi-disciplinary, cross-sectoral process where hospitality management students and social services students work together in teams around a topical service development project.
Pedagogically, different learning methods and techniques will be used ranging from teacher-driven inspirational lectures to interactive exercises, dialogue, and excursion visits to team work and individual work.

Learning materials

Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students. The pre-assignment includes a cavalcade of articles etc. related to the topic at hand.

Student workload

10 credits equals 267 h of student's work. The workload is tackled as individual and team work, and via joint learning sessions at the campus. On a weekly basis, as this covers about a third of the Spring semester's objectives (10/30 ECTS), students should prepare to work around the study unit topics, project and assignments for about 1-2 work days per week. On a weekly basis, in the time table there are 2 x 2,5 hours in the period 3, and 2,5 hours + 3,5 hours in the period 4. As the study unit lasts about 16 weeks, that is, 15 weeks without the so called project week (Spring break on week 9), this means 35 hours + 56 hours = 91 hours. So, joint sessions cover less than half of the study unit's workload. This calls for individual and team work along with good time management and commitment.

Content scheduling

Possibilities of service innovation in global sustainability and well-being as a topic deals with sustainability, circular economy, well-being, and cross-sectoral ways of working. Students get to learn about eco-social wellbeing, education and civilization. Also, new ways of organizing for and provision of services as public-private partnership, and partnerships between sectors (incl. the 3rd sector and the 4th sector, civil society activism) will be discussed.
Service development work will also draw from gamification, storification and storytelling, and experientialism - how to enhance services towards experience economy, transformation economy, and the new relationship between individualism and sense of community.

The students will learn to combine the assets of people with different backgrounds, and skills, and add value in cross-sectoral, multicultural team-based problem solving. Diversity and multi-culturalism are discussed from a synergetic angle to deal with wicked problems related to sustainability. Also, opportunities surrounding circular economy are introduced and studied.

Completion alternatives

No alternative ways of completion. Recognition of prior learning.

Practical training and working life cooperation

The study unit is built around a commissioned project that deals with service development, wellbeing, and sustainability, and there will be a real-life working life partner involved.

International connections

The content and topics have a global angle, there may be international students (and/or customers, citizens, ...) on the course and in the teams, and / or we get to work with immigrants. We work in English.

Further information

More information will follow by the 8th of January, and on our opening session. For instance, the discussions with possible commissioners for the service development project, and the cooperation with social services education are going on at the moment.

Objectives (course unit)

Student:
- identify current phenomena, challenges and opportunities in their field
- is able to meet the needs of the client and plan and implement the project as a team, taking into account sustainable and responsible practices in the field
- apply the knowledge and skills they have previously learned in problem solving related to a case project
- is able to work in a team and living lab learning environment, promoting one's own and the community's well-being
- is able to act in communication and interaction situations in working life

Content (course unit)

WHAT are the current phenomena, challenges and opportunities related to the service business and living lab operations?
WHAT learning opportunities does the Catering Studio offer to a restaurant and industry developer?
WHY is teamwork and project development important in a changing operating environment for the catering and event industry?
HOW can work and projects be planned, implemented and evaluated?

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

The student identifies important ways of working in his / her field.
The student searches for information and performs the given tasks under supervision.
The student works as a team to achieve goals.
The student examines and evaluates things from his or her own perspective and takes responsibility for his or her own performance. The student gives and receives feedback.

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

The student limits and focuses his / her search on information related to the chosen topic.
The student applies appropriate methods and tools in problem solving work.
The student identifies and follows important practices in his / her field. The student takes into account sustainability criteria in his / her activities.
The student is able to describe and evaluate the financial and welfare-enhancing effects of his / her own activities.
The student makes justified decisions to promote teamwork, if necessary independently.
The student cooperates responsibly, commits to the activities of the team and develops his / her interaction skills.
The student examines and evaluates things from both his or her own and the community's perspective. He actively and constructively gives and receives feedback.

Assessment criteria, excellent (5) (course unit)

The student acts responsibly and with commitment, taking into account the requirements and needs of the community and his or her field. He understands the economic and welfare implications of his actions.
The student searches for and evaluates different ways of working and solutions, bases his or her choices and, if necessary, tries new ways of working.
The student actively seeks to promote sustainable activities.
The student cooperates responsibly, flexibly and constructively, developing his or her own, team and stakeholder interaction.
The student examines and evaluates himself or herself and the community and work entity in which he or she works.
Students systematically use feedback as a tool for their own and their community’s professional growth.

Assessment scale

0-5

Teaching methods

-lectures
-exercises
-projects

Objectives (course unit)

Student:
- is able to communicate about themselves, their education, work experience and tasks as well as use the industry-related special terminology.
- is able to use the English language in both spoken and written forms to carry out work-related tasks in
a multicultural context.
- is able to communicate in a customer-oriented way in various networks, negotiation and counselling situations.
- is able to adapt their communication style according to the communication partner in various
contexts.
- is able to seek and apply professionally essential, industry-related information in a critical and analytical manner.
- is able to follow the development in their field of study and participate in it via various channels (e.g. media, conferences, literature).

Content (course unit)

WHAT are the students able to communicate about their professional skills, working environment and tasks in the target language?
WHAT will the students need in order to successfully use the target language in a multicultural customer-oriented context?
HOW will the students develop their meta-skills and how will they find information related to their field of study?

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

The student understands the main points of the professional material in his / her field and is able to use basic aids to acquire basic information and convey it in an understandable way.
The student expresses himself in a simplified and inaccurate way, but usually in an understandable and professional manner.
The student works and communicates in a limited way, but tries to take into account the interaction situation.
The student pronounces inaccurately but intelligibly.

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

The student understands the main points and most details of the professional material in his / her field and is able to apply the acquired knowledge.
The student expresses himself / herself clearly, professionally and fairly flawlessly.
The student acts and communicates properly and demonstrates situational awareness in interaction.
The student pronounces quite naturally and clearly.

Assessment criteria, excellent (5) (course unit)

The student understands both the main points and the details of quite demanding professional material and is able to apply the acquired knowledge.
The student expresses himself effortlessly, accurately and in a variety of ways, using a style appropriate to the situation.
The student acts and communicates effectively, professionally, interactively and almost flawlessly.
The student pronounces naturally, clearly and quite nuancedly.

Assessment scale

0-5

Objectives (course unit)

Student:
- is able to communicate about themselves, their education, work experience and tasks as well as use the industry-related special terminology.
- is able to use the English language in both spoken and written forms to carry out work-related tasks in
a multicultural context.
- is able to communicate in a customer-oriented way in various networks, negotiation and counselling situations.
- is able to adapt their communication style according to the communication partner in various
contexts.
- is able to seek and apply professionally essential, industry-related information in a critical and analytical manner.
- is able to follow the development in their field of study and participate in it via various channels (e.g. media, conferences, literature).

Content (course unit)

WHAT are the students able to communicate about their professional skills, working environment and tasks in the target language?
WHAT will the students need in order to successfully use the target language in a multicultural customer-oriented context?
HOW will the students develop their meta-skills and how will they find information related to their field of study?

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

The student understands the main points of the professional material in his / her field and is able to use basic aids to acquire basic information and convey it in an understandable way.
The student expresses himself in a simplified and inaccurate way, but usually in an understandable and professional manner.
The student works and communicates in a limited way, but tries to take into account the interaction situation.
The student pronounces inaccurately but intelligibly.

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

The student understands the main points and most details of the professional material in his / her field and is able to apply the acquired knowledge.
The student expresses himself / herself clearly, professionally and fairly flawlessly.
The student acts and communicates properly and demonstrates situational awareness in interaction.
The student pronounces quite naturally and clearly.

Assessment criteria, excellent (5) (course unit)

The student understands both the main points and the details of quite demanding professional material and is able to apply the acquired knowledge.
The student expresses himself effortlessly, accurately and in a variety of ways, using a style appropriate to the situation.
The student acts and communicates effectively, professionally, interactively and almost flawlessly.
The student pronounces naturally, clearly and quite nuancedly.

Assessment scale

0-5

Objectives (course unit)

Students
- are able as supervisors to apply the laws, regulations, and instructions regulating the safety of the foods in field
- understand the significance of microbiology, hygiene and cleanness services in ensuring safety

Content (course unit)

WHY competence of microbiology and hygiene is so important in the field?
WHICH quality and safety issues does the supervisor have to know in the field?
HOW does legislation regulate the operation of supervisors and employees?

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

The student is familiar with the concepts which are related to quality and safety and with the legislation which directs them.
The student performs the given tasks as directed.
Students work in a group and look at things from their own perspective.

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

The student is able to apply, compare and structure concepts related to quality and safety and the legislation that governs them. The student can estimate on the basis of the legislation problems which are related to safety and quality.
The student takes responsibility and undertakes not only his / her own activities but also the activities of the group.

Assessment criteria, excellent (5) (course unit)

The student can analyse and can solve wide problems which are related to quality and safety. The student can work responsibly, flexibly and constructively in the cooperation.
The student takes responsibility and undertakes not only his / her own activities but also the activities of the group.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to recruit and orientate employees
- to guide employees to operate in accordance with the objectives of the work community
- to plan, analyse and develope practical HRM

Content (course unit)

WHICH instruments are needed in the superior´s toolbox?
WHY is human resource management so important for the superior?
HOW to operate as a superior according to the laws and regulations?

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

The student is aware of the importance of the operational human resource management (HRM) in certain business.
The student knows what the human resource management is about.
The student is aware of the HRM tools and the importance of human resource development.

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

The student understands the importance of the human resource management in certain business.
The student is able to implement the human resource management by using different tools.
The student understands the importance of motivation and human resource development.

Assessment criteria, excellent (5) (course unit)

The student is able to make the plan of human resource management according to the business idea.
The student is able to implement the human resource management by using different tools profitably and allowing for resources.
The student is able to regard the importance of motivation and human resource development. She/he is able to analyze the made decisions influence to the work team.

Assessment scale

0-5

Objectives (course unit)

Student:
- has the necessary financial management skills in the field of restaurant expertise
- understand the significance of accounting and its connection with other activities of the organization.
- utilize software for business calculations.

Content (course unit)

WHAT is the importance of financial management as a component of business success?
WHAT mathematical and financial skills are needed in the profession?
HOW are professional calculations are done using a spreadsheet software?

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

The student performs basic arithmetic tasks in the profession.
The student uses ready-made calculation templates in Excel and performs simple calculations in a guided manner.

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

The student makes calculation templates in Excel and performs demanding calculations independently.
The student is able to choose the most appropriate procedure from different options and justify his / her choice.
The student understands the importance of economics in business.

Assessment criteria, excellent (5) (course unit)

The student makes demanding spreadsheets in Excel and uses them to aid in simulation.
The student applies mathematics to solve problems. He / she is able to look for different ways of working and solutions, justify his / her choices and try new ways of working.
The student understands the importance of economics in business.

Assessment scale

0-5

Objectives (course unit)

Students get practice for their career path in the immediate superior, product development, marketing and/or development tasks of public or private sector institutions and companies.

Content (course unit)

WHICH human, economic and functional factors guarantee the success of this practical training community?
HOW are the products and services of the practical training place developed utilising multiprofessionality and latest technology?

Assessment scale

0-5

Objectives (course unit)

Student:
- acts in matters relating to licensing responsibly and as required by legislation in the field
- identify different types of drinks and understand the perspectives of the sustainable development of the beverage product
- part of customer-driven drinking planning, product prospectus
- part of gastronomic servers serving both the main principles of food and drink
- knows local and international beverages and knows how to recommend and declare beverages in accordance with the objectives of the business idea
- observe the allergens of beverage products and good hygiene

Content (course unit)

WHAT kind of beverages are served in the licensed restaurants?
WHY do the gastronomic etiquette and legislation guide serving alcohol beverages in the restaurant?
HOW can food and drinks successfully combined?
HOW do berries and drinking be developed in the field of trends, accountability and profitability?

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

Can be defined as defining the basic concepts of drinking products, issuing key legislation and responsibility considerations.
The student is able to list different drinking products and serving them.
The student recognizes a gastronomic label as part of the design, pricing and serving of drinks and drinking.
The student works supported and guided.

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

The student knows the different types of drinking products and knows the gastronomic label, sustainability aspects of beverages, and the importance of legislation.
The student plans, pricing, recommends and serves drinks.
The student is able to combine dishes and drinks in different business ideas according to the principles of profitable business. The student chooses the most appropriate approach to different options and justifies its choice.

Assessment criteria, excellent (5) (course unit)

The student knows the different types of beverage products, understands the importance of the associated gastronomic label and legislation.
The student plans, pricing, recommends and serves drinks with customer-oriented and choices.
The student combines dishes and drinks with each other in accordance with the Gastronomical principles compatible with its business idea. The student is looking for and experiencing different ways of working and options.
The student understands the trends, accountability and profitability as part of beverage product and flexibility.
The student is actively seeking to promote sustainable development and responsible action.

Assessment scale

0-5

Objectives (course unit)

Student:
- works and develops his/her know-how in the career path and / or expert positions in the hospitality industry
- detects development targets in their work / training environments and participates in development work
- makes use of the possibilities of digitalisation in their work
- understands the complexity of changing working life and acts flexibly in changing working life situations
- can describe and evaluate the economic and prosperity of their own operations

Content (course unit)

WHICH human, economic and functional factors will ensure the success of the training community?
HOW are products and services being developed at the internship by utilizing multi-professional know-how and the latest technology?
HOW is the objectives of sustainable development in the training community and how the responsibility of practices is realized?

Assessment criteria, pass/fail (course unit)

The student is able to act in pre-emptive and / or expert tasks in the Response expertise.
The student is able to look for a variety of practices and solution options, justify their choices and try new types of operating models.
The student uses feedback as a tool for its own professional growth. He looks at and evaluates itself as well as the community or the work set in which its own professional field works. He knows how to cooperate responsibly and has developed its interaction skills.

Assessment scale

Pass/Fail

Objectives (course unit)

Student:
- works at a practical level of tasks in the field of hospitality
- can work on client interface hospitally
- can work safely and in accordance with the quality criteria for the job.
- can use machines and equipment for jobs and software
- gets acquainted with the field of collective agreement.
- participates in working life communication and interaction situations
- able to act in the work community and to promote their own and the Community's well-being

Content (course unit)

WHAT are the capacity to operate in the service business in the field of service?
HOW does hospitality, profitability and accountability come true at the internship?
WHAT are the development of this job in the industry seems to be?

Assessment criteria, pass/fail (course unit)

The student identifies and adheres to its own field important practices.
The student works in cooperation responsibly and has developed interaction skills.
The student gives and receives feedback actively and constructively.
The student will review and evaluate things from both your own and from the point of view of the local community.

Assessment scale

0-5

Objectives (course unit)

Students are able
- are able to choose right ingredients, process system and device of achieving immemorable service product. Students are able to observe customers nutritional needs.
- are able to understand food service operations as an entity and are able to implement service as business idea.
- are able to use standardized food recipe.
- are able to implement service as business idea with acknowledge profitability.

Content (course unit)

WHAT kind of now-how is needed in order to prepare food services
WHY and what kind of product knowledge and technique is needed to prepare food services
HOW food services quality can be evaluated

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

Student notices contributory factor and relations of food services. Student can recognize different kind of ingredients, methods and devices, but are not able validate to choose those achieve high-quality product to right customer. Student is able to recognize standardized food recipe through single perspective.

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

Student understands contributory factor and relations of food services as an entity. Student can analyze and choose ingredients, methods and devices to achieve high-quality product to right customer. Student is able to use standardized recipe to achieve right quality, nutritional heath, security and economy. Professional dialogue with working life and team is responsible, flexible and constructive. Student is ready to develop his/her interrelationships.

Assessment criteria, excellent (5) (course unit)

Student understands contributory factor and relations of food services as an entity. Student can analyze and choose ingredients, methods and devices to achieve high-quality product to right customer. Professional dialogue with working life and team is responsible, flexible and constructive.

Assessment scale

0-5