Study Guide

Objectives (course unit)

You will develop your own study skills and deepen your professionalism. You also take responsibility for your team.

Student

- can take responsibility for their own studies                        
 - identify their own strengths and areas for development        
- can work as a member of a team                                     
 - is aware of the many opportunities in the field
- be able to combine training with continuous learning and employment   
- identify the direction of their own career path               
- can critically search for professional information

Content (course unit)

WHAT skills do I need as a professional?
WHAT skills does the changing industry require from a restaurateur?
WHY is continuous learning important?

Assessment criteria, pass/fail (course unit)

Approved by
The student successfully completes the given individual and team assignments during the 1st semester. Students take responsibility for their own learning and planning of their studies.

Students will work in a responsible and committed way, developing their interpersonal skills. He/she will actively interact in teaching situations.
Students will reflect on and evaluate their own learning.

Rejected
The student has not completed the assigned individual and team tasks during the 1st semester. The student has not taken responsibility for his/her own learning and planning.

Assessment scale

0-5

Objectives (course unit)

You get to develop your own study skills and deepen your professionalism. You also take responsibility for your team's activities.

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

0-5

Objectives (course unit)

You will strengthen your skills in project-like work in a restaurant environment. You will learn the practices and interaction situations needed in the hospitality industry operations.

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

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)

Student:
- identifies the possibilities and realities of digital operations and information management
- identifies the role of knowledge as part of the organization's development
- can take advantage of the possibilities for digitalisation in management, planning and organizing operations and developing customer experience
- can design experiments with creative digital solutions
- can use information about their own field to find, introduce and consolidate sustainable solutions and operating models

Content (course unit)

MITÄ tietojohtaminen tarkoittaa ja miksi se on tärkeää palveluliiketoiminnassa?
MIKSI teknologiakehitystä ja palvelun merkitystä on tärkeää pohtia kriittisesti?
MITEN digitalisaatio näyttäytyy ilmiönä, haasteena ja mahdollisuutena palveluliiketoiminnassa?
MITEN voidaan yhdistellä digitaalisia ja fyysisiä palveluympäristöjä ja -elementtejä?
MITEN dataohjautuvuus näyttäytyy organisaation kaikissa eri toiminnoissa?

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

The student recognizes and defines the key phenomena and concepts associated with digitalisation and information management.
The student makes the given tasks guided. He knows a variety of procedures in digital solutions.
The student acts as a team member and leads itself.

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

The student parses relations between digitization and information management concepts and apply them in the practices of the service business.
The student is able to choose from different options for the most appropriate procedural selection. He is able to draw up plans or gives sustainable proposals to improve digital solutions.
The student works responsibly as a professional and supports other learning. The student assesses matches its own activities.

Assessment criteria, excellent (5) (course unit)

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 understands the conditions for data-guidance in the various activities of the organization.
The student is looking for and evaluating a variety of sustainable ways of working and solving models, as well as planning and implementing digital solutions. He combines various solutions creatively or creates new.
The student works responsibly and exemplarily committed to the overall performance of his team or his assistant. He critically evaluate the digitalisation development of the Arguments and its own and other activities.

Assessment scale

0-5

Objectives (course unit)

Student:
- can define the starting points of a responsible and successful dining and restaurant business from an entrepreneur's point of view
- can recognize and anticipate, dining and restaurant business services, innovation and business opportunities in a customer-oriented changing operating environment
- can analyze and develop customer-oriented, distinctive and responsible business
- can solve problem situations creatively and renew working methods together with others
- strengthens his/her capacity for entrepreneurial approach
- strengthens his/her interaction skills and psychological safety of the work community

Content (course unit)

WHAT is responsible and successful business views viewed from an entrepreneurial perspective?
WHY is anticipating and developing important in the dining and restaurant business?
HOW is the company's community / organization's communality, well-being and productivity being developed interactively between different stakeholders?
WHY is customer-oriented and distinctive business design important?

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

The student is able to define concepts of service business.
The student recognizes the importance of development in business.
The student is able to look at things mainly from the employee perspective.
The student is able to look at and evaluate things about their own perspective and taking responsibility for only their own performance.

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

The student is able to parse the service business and entrepreneurship aspects.
The student is able to evaluate and develop business in a changing operating environment.
The student is able to use creative solutions in the development of operations.
The student is able to reflect your own and other work.
The student is able to develop comprehensive welfare of the work community.
The student works in co-operation with responsibly and commitment to team activities, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the service business of the operating environment as a system as a whole.
The student is able to analyze, anticipate and develop business in a rapidly changing operating environment.
The student is able to make ideas and make creative, innovative and responsible solutions utilizing systemic thinking.
The student develops and leads to comprehensive welfare of the work community.
The student has its own capability for entrepreneurial mode.
The student works in co-operation responsibility, flexible and constructively developing one's own, team and stakeholder interaction.

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:
- can describe the event process as a whole
- can explain the components of a successful event and parses a successful transaction service and related processes
- can design and implement a food event in customer-oriented and responsibly
- can evaluate the effects and effectiveness of the event
controls the project work as a team member, in their own role and with stakeholders
- strengthens the employee experience by encouraging a team and by providing constructive feedback

Content (course unit)

WHAT does the event and incident breakdown mean?
HOW are customer orientation, responsibility and cooperation between stakeholders in the event?
HOW is the event planned, implemented and evaluated its implementation and results?
HOW can the storyline and experience can be utilized in events?

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

The student identifies and is able to define the key phenomena and concepts associated with event production and event service.
The student performs the tasks involved in the transactions of event production. He knows a variety of procedures in event organization.
The student is able to act as a member of the event team and lead themselves.
The student is able to look at and evaluate things about their own perspective and taking responsibility for its own performance.
The student is able to give and receive feedback

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

The student identifies and is able to define the key phenomena and concepts associated with event production and event service.
The student performs the tasks involved in the transactions of event production. He knows a variety of procedures in event organization.
The student is able to act as a member of the event team and lead themselves.
The student is able to look at and evaluate things about their own perspective and taking responsibility for its own performance.
The student is able to give and receive feedback

Assessment criteria, excellent (5) (course unit)

The student is able to explain the broad-based entities associated with the event and event service process and to present solutions in a professional context.
The student is able to search and evaluate different ways of working and solving models, as well as planning and implementing a responsible event. The student is able to combine different solutions creatively or create new.
The student is able to critically evaluate the success of the event, as well as their own and other activities.
The student is able to create a story and an experience in the whole of the event or opportunity.
The student is able to act responsibly and exemplarily committed to the overall performance of different stakeholders.
The student uses feedback systematically as an instrument for professional growth in its own and community.

Assessment scale

0-5

Objectives (course unit)

Students are able
- to evaluate different kind of functional facility designs
- to choose suitable surface materials for different kind of facilities
- to choose the right maintenance for surface materials
- to evaluate cleaning contracts

Content (course unit)

WHAT is functional facility design?
HOW to choose and maintenance surface materials?
WHY do I have to understand cleaning contracts?

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

There are some holes in the assignments and satisfactory treatment of the subject with no own opinions and only few sources and fails in the use of them. Presentations done.

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

The assignments has been done well and there was good treatment of the subject, good sources and some mistakes in the use of them. Only a few own opinions. Good presentations.

Assessment criteria, excellent (5) (course unit)

The assignments has been done excellently with clear and full treatment of the subject. Excellent sources and handling of them lots of own opinions. Excellent presentations.

Assessment criteria, pass/fail (course unit)

Assignments not fulfilled.

Location and time

Virtual course

Exam schedules

No exam

Assessment methods and criteria

Functional facility design 50%
* Own design (renovation or spatial plan) project

Surface materials 20%
* Choosing right surface materials for facilities

Maintenance for surface materials 30%
* Choosing right equipment, machines and cleaning agents for maintenance of the surfaces

There are some small assignmets just pass/fail

Those assignments can be done in pairs or groups.

Assessment scale

0-5

Teaching methods

Assignments

Learning materials

In TUNI Moodle learning environment: https://moodle.tuni.fi

Student workload

The scope of the course is 5 ECTS credits
The credit corresponds to an average of 27 hours of the student's work, which mainly consists of completing the course assignments, familiarizing yourself with other assignments and familiarizing yourself with the materials

Practical training and working life cooperation

-

Further information

This course is a hop in- hop off course so you can join in and make your own timetable

Students will see functional facility design from Hospitality Management point of view in every day working life as well as one choice to promote wellbeing and sustainability in premises.

Students are able to evaluate different kind of functional facility designs in international context.

During the course, students will choose a place to implement functional facility design in practice. The place can be an office space, public place e.g. a small hotel, restaurant, café, community center, etc. The aim is to focus on functionality in their design. Students will make their own design (renovation or spatial plan) to the chosen premises in order to help them find different aspects of functionality, wellbeing and sustainability. During the project, students will decide on appropriate choices about right and suitable surface materials for the facilities based on literature and study materials. In addition, students will reflect on cost-efficiency of the suitable materials from the maintenance point of view during the life cycle of the premises.

By attending the course, students are able to see the international discrepancies in premises, construction and material choices as well as maintenance methods. Geographical and climate differences adds challenges that students need to take into concern.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Assignments not fulfilled.

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

There are some shortcoming in the assignments and satisfactory understanding of the topic with no students' own opinions. Very few literature references / sources have been used and there is some level of the failure in the use of them. Presentations are given.

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

The assignments are well executed and there is good understanding of the topic, good literature references / sources but some shortcomings in the use of them.
Limited number of own opinions expressed about the topic. Good presentations.

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

The assignments have been carried out in an excellent manner with clear and full understanding of the subject. Excellent utilisation of literature references / sources and handling of them.
Lots of own opinions expressed. Excellent presentations.

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)

During the training period, you will familiarize yourself with practical tasks and apply the learned knowledge and skills in working life in the field of service business.

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)

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

Assessment scale

Pass/Fail

Objectives (course unit)

During the training period, you will familiarize yourself with practical tasks and apply the learned knowledge and skills in working life in the field of service business.

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)

Student identifies and adheres to its own field important practices.
Student works in cooperation responsibly and has developed interaction skills.
Student gives and receives feedback actively and constructively.
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 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:
- knows the stages of service conceptualization and product development and innovation process
- knows inclusive research and development methods and project tools
- apply methods and tools in practice in the Living lab environment
- to develop multidisciplinary service landscape as part of a product or service concept in cooperation with customers and various actors
- understand and observe the international food, beverage and killing cultures
- follow and apply the latest information in the field when introducing new raw materials and production methods
- understands the durability challenges of the food system and their mutual dependencies
- seeks to develop solutions for responsible and prosperity

Content (course unit)

WHAT product development process, service conceptualization and the development of a service label mean?
WHY do the food system sustainability challenges require innovativeness, pilot culture and agile development in the service sectors?
HOW are food products, services and services and services innovatively developing customer needs and accountability considerations?

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

The student recognizes the concepts and phases of the product development and innovation process as well as service concepts. The student is able to describe a multidisciplinary service label.
The student is able to develop products, service and service lands in the controlled entity.
The student works in a group and identifies its interaction skills. Identify important practices in their own field.
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 processes of innovation, product development and service concepts through entities.
The student is able to utilize multiplicity in the development of a service label.
The student is able to choose the most appropriate approach to different options and justify its choice. The student develops products, service and service landscapes based on the knowledge of the topic to promote a sustainable food system.
The student is able to reflect your own and other work and look at the activities of a local community point of view.
The student works in co-operation with responsibly and commitment to team activities, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the processes of innovation, product development and service concepts as interrelated phenomena and is able to apply them to promote a sustainable food system.
The student is able to look for a variety of practices and solution options, justify their choices and try newly inclusive methods.
The student is able to search and analyze information about the topic and utilize it to search and development of sustainable solutions and operational models.
The student is fascinating the innovation process and combines the solutions creatively or creates new. He is also able to take responsibility for the learning of the group and the distribution of learned.
The student works in co-operation responsibility, flexible and constructively developing one's own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Student:
- understands and is able to justify the importance of developing the competence of staff
- identify and apply management measurement methods and measurement issues
- is able to interpret financial statements, key figures, income statement and balance sheet
- is able to utilize networks in business development
- is able to take into account diversity from the perspective of both team and work community management and promotes tolerance in a multidisciplinary and cross-cultural context
- is able to build and maintain the psychological safety of the work community.
- is able to apply his / her management skills and utilize his / her strengths in teamwork and projects

Content (course unit)

WHAT is multidisciplinary management?
WHY different management methods?
HOW does management take into account different cultural backgrounds, ethics and different methods of motivation, without forgetting the importance of staff development and measuring success?
HOW do I develop as a responsible and ethical leader?

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

The student is able to identify and define some of the interaction skills that are important for team dynamics and is familiar with different procedures. He/she is able to justify the consideration of some different cultures from a management perspective.

The student identifies and names the basic concepts of management measurement, financial statements, key figures, income statement and balance sheet.
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 will name and describe different culturally related leadership styles and the fundamentals of team dynamics, and will be able to present them reasonably.
The student is able to interpret management indicators, financial statements, key figures, income statement and balance sheet.

The student is able to appropriately apply the knowledge base and practices of service business management. He is capable of international communication.

The student understands the changing complexity of working life. He respects equality and equality, diversity and different cultures.

He / she is able to describe and evaluate the economic and welfare-enhancing effects of his / her own activities. The student seeks to take advantage of networks.

Assessment criteria, excellent (5) (course unit)

The student defines several different culturally related management styles, analyzes the basics of team dynamics, and has the ability to apply them in their own activities.
The student is able to interpret management indicators, financial statements, key figures, income statement and balance sheet.

The student is able to acquire, critically evaluate and appropriately apply the knowledge base and practices of service business management. He is capable of international communication.

The student understands the changing complexity of working life. He takes others into account and promotes equality and non-discrimination. He understands diversity and different cultures, and is able to take them into account in his work.

The student understands the economic and well-being-promoting effects of his / her activities and is able to anticipate them. The student is able to influence based on ethical values and works in networks.

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)

In this course, you will form an understanding of the customer's experience, combining service and hospitality skills, design thinking, sustainability and well-being.

Student:
- recognizes the importance of hospitality and empathy in the service business
- understand the importance, challenges and opportunities of sustainable development in their profession
- is able to describe, evaluate and visualize the service and the customer experience
- is able to structure well-being as a value-added factor of the service
- identify the link between the creation of well-being and the implementation of the service
- is able to take into account the possibilities of creating well-being in the production of new services

Content (course unit)

WHAT do service competence, hospitality and empathy mean in the service business?
WHY does the service business play an increasingly central role in creating well-being?
HOW can the dimensions and importance of sustainable development and well-being in a responsible service business be taken into account?
HOW can customer experience and service be evaluated and modeled using design thinking methods?
WHY should a restoration student get excited about the continuous development of service, responsibility and well-being skills?

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

The student is able to define concepts related to sustainable and responsible service business. The student recognizes concepts related to customer experience and well-being.
The student is familiar with design thinking and its methods from the perspective of a restoronomist.
The student performs the given tasks under supervision. The student is able to look at and evaluate things from his / her own perspective and taking responsibility for his / her own performance.

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

The student is able to structure the relationships between concepts related to sustainable and responsible business. The student is able to explain the concepts related to customer experience and well-being, combining them with service activities.
The student is able to apply design thinking and choose suitable methods, as well as justify their choices to solve service problems.
The student cooperates responsibly and commits to the activities of the team, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the entities of a sustainable and responsible service business that emphasizes well-being.
The student recognizes the relationships between sustainability, well-being and the customer experience.
The student is able to analyze and compare the customer's experience and the creation of well-being in service activities.
The student is able to evaluate different ways of working and solutions when creating a new type of well-being-generating service.
The student cooperates responsibly, flexibly and constructively, developing his or her own and the team's interaction. The student is able to reflect on his or her own and others' work.

Assessment scale

0-5

Objectives (course unit)

In this course, you will form an understanding of the customer's experience, combining service and hospitality skills, design thinking, sustainability and well-being.

Student:
- recognizes the importance of hospitality and empathy in the service business
- understand the importance, challenges and opportunities of sustainable development in their profession
- is able to describe, evaluate and visualize the service and the customer experience
- is able to structure well-being as a value-added factor of the service
- identify the link between the creation of well-being and the implementation of the service
- is able to take into account the possibilities of creating well-being in the production of new services

Content (course unit)

WHAT do service competence, hospitality and empathy mean in the service business?
WHY does the service business play an increasingly central role in creating well-being?
HOW can the dimensions and importance of sustainable development and well-being in a responsible service business be taken into account?
HOW can customer experience and service be evaluated and modeled using design thinking methods?
WHY should a restoration student get excited about the continuous development of service, responsibility and well-being skills?

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

The student is able to define concepts related to sustainable and responsible service business. The student recognizes concepts related to customer experience and well-being.
The student is familiar with design thinking and its methods from the perspective of a restoronomist.
The student performs the given tasks under supervision. The student is able to look at and evaluate things from his / her own perspective and taking responsibility for his / her own performance.

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

The student is able to structure the relationships between concepts related to sustainable and responsible business. The student is able to explain the concepts related to customer experience and well-being, combining them with service activities.
The student is able to apply design thinking and choose suitable methods, as well as justify their choices to solve service problems.
The student cooperates responsibly and commits to the activities of the team, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the entities of a sustainable and responsible service business that emphasizes well-being.
The student recognizes the relationships between sustainability, well-being and the customer experience.
The student is able to analyze and compare the customer's experience and the creation of well-being in service activities.
The student is able to evaluate different ways of working and solutions when creating a new type of well-being-generating service.
The student cooperates responsibly, flexibly and constructively, developing his or her own and the team's interaction. The student is able to reflect on his or her own and others' work.

Assessment scale

0-5

Objectives (course unit)

During the course, students delve into their own strengths and areas of development as superior and develop their own superior identity and interaction skills.

Students:
- are able to identify their own strengths and areas of development as a superior
- are able to set goals and plan for their own development
- understand the importance of interaction skills in superior work.

Content (course unit)

How can I grow and develop into a skilled foreman?
How can superior interaction skills develop?
How do I lead myself?

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

The student recognizes their own strengths and areas of development as a superior and understands the importance of interaction in the work community and superior work.

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

Students are able to lead themselves and their work community and are able to set goals for their own development.
The student is able to inspire, motivate and commit the personnel to work in accordance with the goals of the work community by utilizing group interaction.

Assessment criteria, excellent (5) (course unit)

Students are able to analyze and develop measures to develop their own leadership. Students identify issues related to their own professional identity and self-image and are able to develop them. They are able to plan and find diverse solutions for developing interaction, promoting a healthy work community. The student is able to apply leadership models and practices that are suitable for him/herself in a diverse manner. They understand the importance of self-management and self-awareness in superiorl work and are able to develop the skills in question.

Assessment scale

0-5

Objectives (course unit)

During the course, students delve into their own strengths and areas of development as superior and develop their own superior identity and interaction skills.

Students:
- are able to identify their own strengths and areas of development as a superior
- are able to set goals and plan for their own development
- understand the importance of interaction skills in superior work.

Content (course unit)

How can I grow and develop into a skilled foreman?
How can superior interaction skills develop?
How do I lead myself?

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

The student recognizes their own strengths and areas of development as a superior and understands the importance of interaction in the work community and superior work.

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

Students are able to lead themselves and their work community and are able to set goals for their own development.
The student is able to inspire, motivate and commit the personnel to work in accordance with the goals of the work community by utilizing group interaction.

Assessment criteria, excellent (5) (course unit)

Students are able to analyze and develop measures to develop their own leadership. Students identify issues related to their own professional identity and self-image and are able to develop them. They are able to plan and find diverse solutions for developing interaction, promoting a healthy work community. The student is able to apply leadership models and practices that are suitable for him/herself in a diverse manner. They understand the importance of self-management and self-awareness in superiorl work and are able to develop the skills in question.

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 methods and criteria

Tasks are assessed mainly on a scale of 1-5 and part on an accepted/failed scale.

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)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

Student:
- can identify and anticipate new services, innovation and business opportunities at the combination of tourism and nutrition, prosperity and sustainable development, and exploit them
- apply business design methods and agile development in service and quality of life
- can analyze and develop customer-oriented, distinctive and responsible business
- can solve problem situations creatively and renew working methods together with others
- can use information about their own field to design sustainable solutions and operating models

Content (course unit)

WHAT new service needs is the business environment, prosperity and accountability business environment?
WHY is the introduction of new ideas about the interfaces of different industries and areas of expertise?
HOW do business design together with other actors enable and renew the quality of life and prosperity?
HOW can you plan future customer-oriented and distinctive business agility?

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

The student recognizes the information and procedures for sustainable solutions and operating models of their own field.
The student is able to search and use the information you find appropriately.
The student uses business design methods by guidance.
The student gives and receives feedback and reviews and estimates of their own perspective.

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

The student is able to collect and compare information on sustainable, prosperity and creative and creative solutions and operating models.
The student is able to choose the most appropriate solution for different options and justify its choice of new sustainable and prosperity of the quality of life quality business.
The student gives and receives feedback actively and constructively in order to promote the functioning of the group.

Assessment criteria, excellent (5) (course unit)

The student is able to collect, analyze and evaluate critically information on soluble and prosperity of its own field for creative solutions and operating models.
The student assesses various solution options and combines the solution options agile and creatively to create new sustainable life-quality business models and practices.
The student uses feedback systematically as an instrument for professional growth in its own and community.

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:
- is able to design a marketing and sales clock in a multi-channel environment
- be able to evaluate the efficiency of sales and marketing in the service business at the overall level and as part of sustainable development
- identify opportunities for networking and co-offering and their implications for the planning of marketing and sales activities
- takes into account regional attractiveness and international customers as part of building the customer experience from the perspective of sustainable sales and marketing

Content (course unit)

WHAT do networking and co-offering mean in terms of multi-channel sales and marketing in the service business?
WHAT does the marketing and sales year clock mean in the service business?
WHY should a student get excited about perceiving the overall picture of sales and marketing activities, evaluating effectiveness, and achieving sustainability goals?
HOW do sales and marketing activities support the utilization of regional appeal in the service sector and take into account the diverse service expectations of international customers in terms of building the customer experience?

Assessment scale

0-5

Assessment scale

0-5

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)

Let's design together new service solutions based on customer needs

Student:
- recognises the importance of service design in the development of user-oriented, value-creating services supporting the sustainable development goals (SDGs)
- knows how to plan the service design process and choose suitable user-oriented methods
- can evaluate the customers' experience
- can take into account the challenges, opportunities and responsibility aspects of the operating environment of the tourism and catering sector in service development

Content (course unit)

WHAT possibilities changes of the business environment of the tourism and catering sector provide for the service development?
WHY the sustainable development goals must be taken into account in the planning of services?
HOW user-oriented services enable value creation and desired customer experience?

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

The student is able to define SDGs, the concepts of customer experience and service design process.
The student implements the service design process as guided and together with his/her team.
The student works in a group and recognises his/her interaction skills.

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

The student is able to explain the SDGs, concepts of customer experience and service design process, and can structure them in relation to each other.
The student is able to delineate the task for applying SDGs in the planning of service design process. The student is able to justify his/her chosen solution.
The student works in cooperation responsibly and is ready to develop his/her interaction skills. The student is able to evaluate the development process.

Assessment criteria, excellent (5) (course unit)

The student understands wide entities and combines SDGs and service design in a professional context.
The student is able to apply SDGs in the service design process plan.
The student works in co-operation responsibly, flexible and constructively developing both his/her own and group interaction skills. The student is able to critically evaluate the development process of his/her group, provide 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, periods III-IV.
Schedule and places (tba) can be found at https://lukkarit.tamk.fi/.

Period III
Mondays 11.30-14.00
Wednesdays 14.15-16.45

Period IV
Thursdays 8.00-14.00

At some point, on some weeks, our slots may be used for team work without teacher-driven 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.

In a case of recognition of prior learning: Please apply for credit transfer with a separate form in the CreTa accreditation system by December 2, 2024. Send your application within the system to Sanna Luoto.

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.

Objectives (course unit)

The course focuses on developing professional communication skills in multicultural environments in the service industry.

After completing the course, the 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)

Different professional communication situations in a multicultural working environment, e.g. negotiations, counselling, customer-oriented communication.
Authentic professional texts.
Terminology of the students’ field of study.
Telling about one’s education, work experience, skills and objectives.

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

The student understands the main points of the professional material in their field and is able to use basic aids to acquire basic information and convey it in an understandable way. They manage simple communication situations on professional topics. The student knows some professional terms and phrases. The student recognises different language genres and their features satisfactorily. They pronounce occasionally inaccurately but understandably.

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

The student understands both the main points and most details in professional materials and can implement the acquired knowledge. They express themselves clearly and professionally. The student recognises different language genres and their features well, communicates professionally and expresses situational awareness. The student is able to use a fairly good selection of professional terms and phrases. They pronounce fairly naturally and clearly

Assessment criteria, excellent (5) (course unit)

The understands both key points and details in professional materials. They can easily implement acquired knowledge. They can communicate fluently, accurately and professionally with a strong sense of style and appropriate register. They master a wide range of professional terms and phrases. The student pronounces clearly and naturally with varying nuances in tone.

Assessment scale

0-5

Further information

Guidelines for using AI in this implementation

If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Objectives (course unit)

The course focuses on developing professional communication skills in multicultural environments in the service industry.

After completing the course, the 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)

Different professional communication situations in a multicultural working environment, e.g. negotiations, counselling, customer-oriented communication.
Authentic professional texts.
Terminology of the students’ field of study.
Telling about one’s education, work experience, skills and objectives.

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

The student understands the main points of the professional material in their field and is able to use basic aids to acquire basic information and convey it in an understandable way. They manage simple communication situations on professional topics. The student knows some professional terms and phrases. The student recognises different language genres and their features satisfactorily. They pronounce occasionally inaccurately but understandably.

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

The student understands both the main points and most details in professional materials and can implement the acquired knowledge. They express themselves clearly and professionally. The student recognises different language genres and their features well, communicates professionally and expresses situational awareness. The student is able to use a fairly good selection of professional terms and phrases. They pronounce fairly naturally and clearly

Assessment criteria, excellent (5) (course unit)

The understands both key points and details in professional materials. They can easily implement acquired knowledge. They can communicate fluently, accurately and professionally with a strong sense of style and appropriate register. They master a wide range of professional terms and phrases. The student pronounces clearly and naturally with varying nuances in tone.

Assessment scale

0-5

Further information

Guidelines for using AI in this implementation
If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Assessment scale

0-5

Objectives (course unit)

Responsibilities of hospitality managers and experts include management of professional kitchen work and the acquisition of restaurant services, for example, for various events. The implementation of food service in a customer-safe manner requires good management of the basics of nutrition and food hygiene.

Student:
- understands the importance of food legislation as a basis 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)

Responsibilities of hospitality managers and experts include management of professional kitchen work and the acquisition of restaurant services, for example, for various events. The implementation of food service in a customer-safe manner requires good management of the basics of nutrition and food hygiene.

Student:
- understands the importance of food legislation as a basis 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)

The course introduces you to safe and high-quality working or reinforces your existing skills in professional kitchen and restaurant. You get to know different raw materials and equipment as well as kitchen and customer service processes.

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)

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

Pass/Fail

Objectives (course unit)

Student:
- can design their own skills in the development of their own skills and the ultimately the conditions for domestic and international working life
- develop their self-knowledge and grow as a reflective expert
- motivate its own field, expertise and interaction and interaction skills and lead themselves to the conditions of working life
- can communicate on their own know-how and seek for training for training
- understand the importance of networks in working life and their ability to develop their own networks

Content (course unit)

WHAT expertise will the future work life require?
WHY continuous learning and self-management are important for their own self, work community and society?
HOW do I recognize my own capability, message from my know-how and employee-employed restonomic training jobs?

Assessment criteria, pass/fail (course unit)

The student reviews and evaluates itself and his own skills.
During the course, the student's self-approved assessment criteria set by the student itself.

Assessment scale

0-5

Objectives (course unit)

You will learn how to calculate margins and profitability in practice and the importance of the calculation in performance-oriented pre-work. You will also learn profitability thinking with practical examples.

Student:
- is able to develop essential financial management skills in the field of restonomi - is able to explain the meaning of accounting and its connection to the rest of the organization's operations - is able to utilize spreadsheet software in the calculation of the professional field.
- is able to interpret performance indicators and income statement

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:
- understands the importance of anticipation in the industry.
- understands why the excess of the planetary boundary conditions and hence the food crop, consumption of consumption and the murder of work is necessary to adapt.
- can describe and apply different methods and produce alternative future images, development paths and appropriate scenarios.
- identifies the means of adaptation to the transition of the operating environment and know their responsibility as a player in the field of service business.

Content (course unit)

Why are the future thinking, anticipation and future acts needed in the restonomal industry?
WHAT scenario work is and how scenario work can be implemented in anticipating industry phenomena, weak signals, trends and megatrends?
HOW can the future information be utilized in adaptation to the operating environment and in the development of responsible business?
HOW to utilize my accumulated know-how and build my future career path?

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

The student identifies and appoints key concepts and sub-areas of future thinking and foresight.
The student recognizes the theory and knowledge of future thinking.
The student operates as a member of the team in scenarios and assumes responsibility for its own performance. He identifies important practices in their own field. He recognizes its own skills and knows how to communicate about it.

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

The student parses the aspects of future thinking and anticipation and is able to combine them as a whole. He defines concepts related to the topic.
The student is able to search and utilize future-oriented information and theory.
The student knows the process of scenario work and is able to produce appropriate scenarios.
The student recognizes the whistling problems of the food system and their significance for the future of the sector
The student operates responsibly, and identifies and adheres to its own field of practices.
The student is able to take advantage of their own skills appropriately.

Assessment criteria, excellent (5) (course unit)

The student understands the importance of future thinking and anticipation in the overall strategic management of responsible business.
The student is able to obtain, critically evaluate and appropriately applied to the national and international future-oriented information base of its own field and to familiarize yourself with it.
The student understands the scenario work process. The student is able to apply the future information in the scenarioship and is able to produce interesting scenarios.
The student is able to evaluate and comment on the future development trends in the future.
The student is able to analyze the green problems of the food system, to proport them to the future scenarios of your sector and to act proactively in the sustainability crop.
The student operates responsibly and committed to the requirements and needs of the Community and its own sector. The student is able to utilize and market its own skills.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe an event process as a whole
- explain the building blocks of a successful event
- analyze tasks and characteristics of an event production
- plan an event in a user-oriented, sustainable and ecological way
- evaluate the impact(s) and outcome(s) of an event
- enhance one’s skills in the field of event production
- enforce employee’s experience by encouraging a team and by giving constructive feedback

Content (course unit)

WHAT are event production, organizing of an event and event marketing about?
HOW can sustainability and user-centricism from the persepctive of different stakeholders be taken into account in events?
WHY is it important to assess the impact of events?
HOW event industry and expertise construct one’s competence identity?

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

The student can identify and define the key phenomena and concepts related to event production. S/he is aware of different ways of action in organizing of events and event marketing.

The student works as a member of an event production/planning team and is able to complete the given tasks when supported.

The student is able to observe and assess the actions taken from one’s own perspective and take responsibility on one’s own jobs to be done. He gives and receives feedback.

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

The student can analytically describe event production as a whole. S/he can plan and/or implement an event in a professional and sustainable way as a team and evaluate the process and the end-result.

The student is able to reason and select the most suitable methods from alternative means of procedure.

S/he is able to cooperate in a sustainable way and to commit oneself to a team’s actions and objectives. The student shows one’s social interaction skills and receives and gives feedback in an active and constructive way.

The student is aware of the principles and significance of equality and parity, and is capable of considering diversity and accessibility in one’s action.

Assessment criteria, excellent (5) (course unit)

The student can explain holistic event-related entities and suggest solutions in a professional context.

The student is able to acquire and critically reflect different operations models and methods and plan and execute a sustainable event. S/he shows creativity in solving problems and seizing opportunities.

The students works in a responsible and sustainable way with high degree of commitment and is able to evaluate stakeholders’ shared value. S/he critically reflects on the event process and the outcome, including self- and peer reflection. S/he is able to benefit from feedback in a systematic tool for one’s own and for a community’s professional growth.

The student promotes and enhances equality and parity, and takes determinedly diversity and accessibility into account in one’s actions.

Location and time

The study unit runs actively in the second period from 21 Oct to 12 Dec. Contact teaching takes place on Monday afternoons (12.30-15.00) and Thu mornings (9.00-11.30). Due to event cooperation, there may be some evening duties from 18 to 21 in October and November, but this will be informed asap among the enrolled students.

Exam schedules

No exam.

Assessment methods and criteria

Evaluation is based on teacher's evaluation, self evaluation, and peer evaluation, and commissioners' evaluation. The evaluation leans on TAMK UAS' framework of knowing, doing, and being. The emphasis of evaluation is in line with the workload; accordingly contact sessions and one's active participation forms 1,5 ECTS of the entire job to be done. Evewnt production in practice covers 1-1,5 ECTS, whereas the event planning and design project covers 1,5-2 ECTS.

Assessment scale

0-5

Teaching methods

The study unit is targeted to 3rd year Hospitality Management students with a study focus of Services and Wellbeing. The course deals with event production and event design & management from the perspective of hands-on practice, planning and conceptualisation. The students take actively part in both planning and implementing of event productions by working in student teams to meet the commissioners' concrete project tasks. Study methods vary from inspirational lectures to functional exercises, and the case projects. The study unit coaches the student as an event producer and as an event developer.

Learning materials

The teacher will provide useful material via Moodle when the course begins. Also, students search for suitable material during the course. A book that will play a critical role on the course is Frissen ym. 2020. Event Design Handbook. Systematically design innovative events using event canvas.

Student workload

The entire workload on the 5 ECTS course is 135 hours of student's work. Joint contact sessions cover about 50 hours from this (~5 hours per week, 8 weeks) plus the mental workload in terms of learning new things in English. Majority of the workload is connected with the two event projects to be completed in teams.

The assignments will take their form later in the Autumn, but they deal with:
1. Implementation of an event in October-December as student teams; about 1,-1,5 ECTS, some tens of hours in total.
2. Event planning and conceptualisation in October-December as student teams; about 1,5 ECTS, some tens of hours in total.
3. Possibly a third, more theoretical and/or methodological task, such as learning about event related Theses; or a more reflective assignment; about 0,5-1 ECTS.

Content scheduling

Sustainable Events study unit challenges the student as an event producer from the following viewpoints:
1. Event production in practice
- pre-arrangements, participation, and evaluation of an event
- commissioner cooperation during the course
- WHAT are event production, organizing of an event and event marketing about?
- WHY is it important to assess the impact of events?
2. Event design, planning and conceptualisation
- planning and event design for an event
- commissioner cooperation during the course
- WHAT are event production, organizing of an event and event marketing about?
- HOW can sustainability and user-centricism from the persepctive of different stakeholders be taken into account in events?
3. Other related topics and exercises during the contact sessions
- e.g. tasks related to knowing about the event industry and event management, and sustainable events; also tasks related to being an event producer and self-reflection related to one's professional identity
- WHAT are event production, organizing of an event and event marketing about?
- HOW event industry and expertise construct one’s competence identity?

Completion alternatives

No alternative ways of implementation.

Practical training and working life cooperation

We work closely in cooperation with two active event productions that operate as commissioner projects on the course. Negotiations are ongoing, but it now seems that we, firstly, get to work with EuroBasket 2025 (to be held in tampere next Autumn) regarding event planning and concept design. Secondly, as a more acute case of actual event production and implementation, we are in talks with The Festival of Light in Tampere in late October - December. More information will follow.

International connections

Examples may be international, also the learning materials may be in English, partly at least. Some of the joint learning session can be implemented in English. Also, the commissioner event projects may deal with international target audience.

Further information

The joint learning session can be implemented in English.

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.

Location and time

Lectures according to the timetable
Zoom / Teams online meetings
More detailed schedule and teaching facilities lukkarit.tamk.fi

Exam schedules

Basics of research work and qualitative research:
During the part, mini-exams to be completed in stages in Moodle (3 pcs.)
- material exams (free use of material during the exam)
- no re-exams
- more detailed information in the section Moodle.

Quantitative research:
- no exam

Assessment methods and criteria

Basics of research work and qualitative research: Exams and exercises.
Quantitative research: Exercise tasks both independently and in pairs. In addition, self-evaluation and, if necessary, peer evaluation.
Information acquisition: Completion of tasks and participation in remote meetings.

Assessment scale

0-5

Teaching methods

Lectures, exams, explanatory videos, practice tasks and their reporting
Face-to-face teaching and class exercises
Distance learning online (Moodle / Zoom / Teams)
Pair and group work
Independent study

Learning materials

Recommended learning material in Moodle.
In order to study, you must have a computer, Internet connection, camera and microphone at your disposal.
In addition, applications are used in the study, the download links of which can be found on TAMK's intranet or for which an ID is created online.
Teaching material, links to explanatory videos, support material and possible literature are in Moodle.

Student workload

5 credits = 5 * 27 h = 135 h of student work, of which approx. 35 h of teaching and supervision according to the timetable.

Completion alternatives

CreTa (See study guide)

Further information

The implementation consists of three entities:
- Basics of research work and qualitative research (Boedeker): presence in distance education, study material and exams in Moodle, analysis exercise.
- Quantitative research (Kaatiala): presence (at least 50%) in teaching, assignments, projects and necessary material in Moodle.
- Knowledge acquisition (Timperi): presence in 90 min distance/local education and tasks in Moodle.

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.

Location and time

Lectures according to the timetable
Zoom / Teams online meetings
More detailed schedule and teaching facilities lukkarit.tamk.fi

Exam schedules

Basics of research work and qualitative research:
During the part, mini-exams to be completed in stages in Moodle (3 pcs.)
- material exams (free use of material during the exam)
- no re-exams
- more detailed information in the section Moodle.

Quantitative research:
- no exam

Assessment methods and criteria

Basics of research work and qualitative research: Exams and exercises.
Quantitative research: Exercise tasks both independently and in pairs. In addition, self-evaluation and, if necessary, peer evaluation.
Information acquisition: Completion of tasks and participation in remote meetings.

Assessment scale

0-5

Teaching methods

Lectures, exams, explanatory videos, practice tasks and their reporting
Face-to-face teaching and class exercises
Distance learning online (Moodle / Zoom / Teams)
Pair and group work
Independent study

Learning materials

Recommended learning material in Moodle.
In order to study, you must have a computer, Internet connection, camera and microphone at your disposal.
In addition, applications are used in the study, the download links of which can be found on TAMK's intranet or for which an ID is created online.
Teaching material, links to explanatory videos, support material and possible literature are in Moodle.

Student workload

5 credits = 5 * 27 h = 135 h of student work, of which approx. 35 h of teaching and supervision according to the timetable.

Completion alternatives

CreTa (See study guide)

Further information

The implementation consists of three entities:
- Basics of research work and qualitative research (Boedeker): presence in distance education, study material and exams in Moodle, analysis exercise.
- Quantitative research (Kaatiala): presence (at least 50%) in teaching, assignments, projects and necessary material in Moodle.
- Knowledge acquisition (Timperi): presence in 90 min distance/local education and tasks in Moodle.

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
- 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)

The starting point for planning a successful event is the event visitor's point of view. During the course, students learn how to plan, implement and evaluate the organisation of an event, taking responsibility into account.

The student is able to
- describe an event process as a whole
- explain the building blocks of a successful event
- analyze tasks and characteristics of an event production
- plan an event in a user-oriented, sustainable and ecological way
- evaluate the impact(s) and outcome(s) of an event
- enhance one’s skills in the field of event production
- enforce employee’s experience by encouraging a team and by giving constructive feedback

Content (course unit)

WHAT are event production, organizing of an event and event marketing about?
HOW can sustainability and user-centricism from the persepctive of different stakeholders be taken into account in events?
WHY is it important to assess the impact of events?
HOW event industry and expertise construct one’s competence identity?

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

The student can identify and define the key phenomena and concepts related to event production. S/he is aware of different ways of action in organizing of events and event marketing.

The student works as a member of an event production/planning team and is able to complete the given tasks when supported.

The student is able to observe and assess the actions taken from one’s own perspective and take responsibility on one’s own jobs to be done. He gives and receives feedback.

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

The student can analytically describe event production as a whole. S/he can plan and/or implement an event in a professional and sustainable way as a team and evaluate the process and the end-result.

The student is able to reason and select the most suitable methods from alternative means of procedure.

S/he is able to cooperate in a sustainable way and to commit oneself to a team’s actions and objectives. The student shows one’s social interaction skills and receives and gives feedback in an active and constructive way.

The student is aware of the principles and significance of equality and parity, and is capable of considering diversity and accessibility in one’s action.

Assessment criteria, excellent (5) (course unit)

The student can explain holistic event-related entities and suggest solutions in a professional context.

The student is able to acquire and critically reflect different operations models and methods and plan and execute a sustainable event. S/he shows creativity in solving problems and seizing opportunities.

The students works in a responsible and sustainable way with high degree of commitment and is able to evaluate stakeholders’ shared value. S/he critically reflects on the event process and the outcome, including self- and peer reflection. S/he is able to benefit from feedback in a systematic tool for one’s own and for a community’s professional growth.

The student promotes and enhances equality and parity, and takes determinedly diversity and accessibility into account in one’s actions.

Assessment scale

0-5

Objectives (course unit)

The student learns the basics of scientific writing and strengthens their presentation skills. They delve into corporate marketing communications and develop their teamwork skills as part of their growth toward expertise in their field.

After completing the course the 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)

Information retrieval and source criticism.
Writing an essay according to TAMK's guidelines for written reporting.
Language editing.
Teamwork.
Planning corporate communication.
Presentation skills.

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 references are 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 their view.
The student chooses their 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 their 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)

The student learns the basics of scientific writing and strengthens their presentation skills. They delve into corporate marketing communications and develop their teamwork skills as part of their growth toward expertise in their field.

After completing the course the 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)

Information retrieval and source criticism.
Writing an essay according to TAMK's guidelines for written reporting.
Language editing.
Teamwork.
Planning corporate communication.
Presentation skills.

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 references are 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 their view.
The student chooses their 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 their 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)

The student learns the basics of scientific writing and strengthens their presentation skills. They delve into corporate marketing communications and develop their teamwork skills as part of their growth toward expertise in their field.

After completing the course the 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)

Information retrieval and source criticism.
Writing an essay according to TAMK's guidelines for written reporting.
Language editing.
Teamwork.
Planning corporate communication.
Presentation skills.

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 references are 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 their view.
The student chooses their 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 their 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:
- understands the importance of global problems in humanity in the service industry, and the role of development and innovation in their resolution
- applies the existing knowledge of the sector and inclusive common development methods
- can facilitate and lead the development process
- can work in a project in cooperation with different actors
- is able to look for customer-oriented, sustainable and economically viable solutions for future anticipation
- is able to solve problematic situations creatively and renew working methods together with others

Content (course unit)

WHY is it important to involve different players in development and innovation processes?
WHAT does co-development require different stages of the design process?
HOW to work in projects in cooperation with different industries?

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

The student is able to identify and define the phenomena and basic concepts of development and innovation activities. He identifies important practices in their own field.
The student reviews and evaluates things about his own point of view. He works in a group in co-operation responsibly

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

The student is able to solve new and complex problems in cooperation with the team.
The student operates aimingly and plans to find and implement solutions that promote sustainable development. The student takes responsibility for fascination.
The student is able to choose the most appropriate approach to different options and justify its choice in various multidisciplinary situations.
The student operates communal in knowledge-building.

Assessment criteria, excellent (5) (course unit)

The student is able to solve the new and complex problems in front of the front and to make decisions in unforeseen situations.
The student operates goally and organizes operations to find and implement solutions promoting sustainable development.
The student facilitates the development process involving various actors of the motivation.
The student is creating creatively and sees alternative solution-based ways to act in different situations requiring multidisciplinary joint development.
The student operates in communal information construction and understands the importance of sharing information in promoting their own know-how.

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)

The starting point for planning a successful event is the event visitor's point of view. During the course, students learn how to plan, implement and evaluate the organisation of an event, taking responsibility into account.

The student is able to
- describe an event process as a whole
- explain the building blocks of a successful event
- analyze tasks and characteristics of an event production
- plan an event in a user-oriented, sustainable and ecological way
- evaluate the impact(s) and outcome(s) of an event
- enhance one’s skills in the field of event production
- enforce employee’s experience by encouraging a team and by giving constructive feedback

Content (course unit)

WHAT are event production, organizing of an event and event marketing about?
HOW can sustainability and user-centricism from the persepctive of different stakeholders be taken into account in events?
WHY is it important to assess the impact of events?
HOW event industry and expertise construct one’s competence identity?

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

The student can identify and define the key phenomena and concepts related to event production. S/he is aware of different ways of action in organizing of events and event marketing.

The student works as a member of an event production/planning team and is able to complete the given tasks when supported.

The student is able to observe and assess the actions taken from one’s own perspective and take responsibility on one’s own jobs to be done. He gives and receives feedback.

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

The student can analytically describe event production as a whole. S/he can plan and/or implement an event in a professional and sustainable way as a team and evaluate the process and the end-result.

The student is able to reason and select the most suitable methods from alternative means of procedure.

S/he is able to cooperate in a sustainable way and to commit oneself to a team’s actions and objectives. The student shows one’s social interaction skills and receives and gives feedback in an active and constructive way.

The student is aware of the principles and significance of equality and parity, and is capable of considering diversity and accessibility in one’s action.

Assessment criteria, excellent (5) (course unit)

The student can explain holistic event-related entities and suggest solutions in a professional context.

The student is able to acquire and critically reflect different operations models and methods and plan and execute a sustainable event. S/he shows creativity in solving problems and seizing opportunities.

The students works in a responsible and sustainable way with high degree of commitment and is able to evaluate stakeholders’ shared value. S/he critically reflects on the event process and the outcome, including self- and peer reflection. S/he is able to benefit from feedback in a systematic tool for one’s own and for a community’s professional growth.

The student promotes and enhances equality and parity, and takes determinedly diversity and accessibility into account in one’s actions.

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 methods and criteria

Tasks are assessed mainly on a scale of 1-5 and part on an accepted/failed scale.

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 evaluate different kind of functional facility designs
- to choose suitable surface materials for different kind of facilities
- to choose the right maintenance for surface materials
- to evaluate cleaning contracts

Content (course unit)

WHAT is functional facility design?
HOW to choose and maintenance surface materials?
WHY do I have to understand cleaning contracts?

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

There are some holes in the assignments and satisfactory treatment of the subject with no own opinions and only few sources and fails in the use of them. Presentations done.

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

The assignments has been done well and there was good treatment of the subject, good sources and some mistakes in the use of them. Only a few own opinions. Good presentations.

Assessment criteria, excellent (5) (course unit)

The assignments has been done excellently with clear and full treatment of the subject. Excellent sources and handling of them lots of own opinions. Excellent presentations.

Assessment criteria, pass/fail (course unit)

Assignments not fulfilled.

Location and time

Virtual course

Exam schedules

No exam

Assessment methods and criteria

Functional facility design 50%
* Own design (renovation or spatial plan) project

Surface materials 20%
* Choosing right surface materials for facilities

Maintenance for surface materials 30%
* Choosing right equipment, machines and cleaning agents for maintenance of the surfaces

There are some small assignmets just pass/fail

Those assignments can be done in pairs or groups.

Assessment scale

0-5

Teaching methods

Assignments

Learning materials

In TUNI Moodle learning environment: https://moodle.tuni.fi

Student workload

The scope of the course is 5 ECTS credits
The credit corresponds to an average of 27 hours of the student's work, which mainly consists of completing the course assignments, familiarizing yourself with other assignments and familiarizing yourself with the materials

Practical training and working life cooperation

-

Further information

This course is a hop in- hop off course so you can join in and make your own timetable

Students will see functional facility design from Hospitality Management point of view in every day working life as well as one choice to promote wellbeing and sustainability in premises.

Students are able to evaluate different kind of functional facility designs in international context.

During the course, students will choose a place to implement functional facility design in practice. The place can be an office space, public place e.g. a small hotel, restaurant, café, community center, etc. The aim is to focus on functionality in their design. Students will make their own design (renovation or spatial plan) to the chosen premises in order to help them find different aspects of functionality, wellbeing and sustainability. During the project, students will decide on appropriate choices about right and suitable surface materials for the facilities based on literature and study materials. In addition, students will reflect on cost-efficiency of the suitable materials from the maintenance point of view during the life cycle of the premises.

By attending the course, students are able to see the international discrepancies in premises, construction and material choices as well as maintenance methods. Geographical and climate differences adds challenges that students need to take into concern.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Assignments not fulfilled.

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

There are some shortcoming in the assignments and satisfactory understanding of the topic with no students' own opinions. Very few literature references / sources have been used and there is some level of the failure in the use of them. Presentations are given.

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

The assignments are well executed and there is good understanding of the topic, good literature references / sources but some shortcomings in the use of them.
Limited number of own opinions expressed about the topic. Good presentations.

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

The assignments have been carried out in an excellent manner with clear and full understanding of the subject. Excellent utilisation of literature references / sources and handling of them.
Lots of own opinions expressed. Excellent presentations.

Objectives (course unit)

You will learn how to calculate margins and profitability in practice and the importance of the calculation in performance-oriented pre-work. You will also learn profitability thinking with practical examples.

Student:
- is able to develop essential financial management skills in the field of restonomi - is able to explain the meaning of accounting and its connection to the rest of the organization's operations - is able to utilize spreadsheet software in the calculation of the professional field.
- is able to interpret performance indicators and income statement

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 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:
- 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
- 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, periods III-IV.
Schedule and places (tba) can be found at https://lukkarit.tamk.fi/.

Period III
Mondays 11.30-14.00
Wednesdays 14.15-16.45

Period IV
Thursdays 8.00-14.00

At some point, on some weeks, our slots may be used for team work without teacher-driven 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.

In a case of recognition of prior learning: Please apply for credit transfer with a separate form in the CreTa accreditation system by December 2, 2024. Send your application within the system to Sanna Luoto.

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.

Objectives (course unit)

Student:
- understands the importance of anticipation in the industry.
- understands why the excess of the planetary boundary conditions and hence the food crop, consumption of consumption and the murder of work is necessary to adapt.
- can describe and apply different methods and produce alternative future images, development paths and appropriate scenarios.
- identifies the means of adaptation to the transition of the operating environment and know their responsibility as a player in the field of service business.

Content (course unit)

Why are the future thinking, anticipation and future acts needed in the restonomal industry?
WHAT scenario work is and how scenario work can be implemented in anticipating industry phenomena, weak signals, trends and megatrends?
HOW can the future information be utilized in adaptation to the operating environment and in the development of responsible business?
HOW to utilize my accumulated know-how and build my future career path?

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

The student identifies and appoints key concepts and sub-areas of future thinking and foresight.
The student recognizes the theory and knowledge of future thinking.
The student operates as a member of the team in scenarios and assumes responsibility for its own performance. He identifies important practices in their own field. He recognizes its own skills and knows how to communicate about it.

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

The student parses the aspects of future thinking and anticipation and is able to combine them as a whole. He defines concepts related to the topic.
The student is able to search and utilize future-oriented information and theory.
The student knows the process of scenario work and is able to produce appropriate scenarios.
The student recognizes the whistling problems of the food system and their significance for the future of the sector
The student operates responsibly, and identifies and adheres to its own field of practices.
The student is able to take advantage of their own skills appropriately.

Assessment criteria, excellent (5) (course unit)

The student understands the importance of future thinking and anticipation in the overall strategic management of responsible business.
The student is able to obtain, critically evaluate and appropriately applied to the national and international future-oriented information base of its own field and to familiarize yourself with it.
The student understands the scenario work process. The student is able to apply the future information in the scenarioship and is able to produce interesting scenarios.
The student is able to evaluate and comment on the future development trends in the future.
The student is able to analyze the green problems of the food system, to proport them to the future scenarios of your sector and to act proactively in the sustainability crop.
The student operates responsibly and committed to the requirements and needs of the Community and its own sector. The student is able to utilize and market its own skills.

Assessment scale

0-5

Objectives (course unit)

Student:
- understands the importance of global problems in humanity in the service industry, and the role of development and innovation in their resolution
- applies the existing knowledge of the sector and inclusive common development methods
- can facilitate and lead the development process
- can work in a project in cooperation with different actors
- is able to look for customer-oriented, sustainable and economically viable solutions for future anticipation
- is able to solve problematic situations creatively and renew working methods together with others

Content (course unit)

WHY is it important to involve different players in development and innovation processes?
WHAT does co-development require different stages of the design process?
HOW to work in projects in cooperation with different industries?

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

The student is able to identify and define the phenomena and basic concepts of development and innovation activities. He identifies important practices in their own field.
The student reviews and evaluates things about his own point of view. He works in a group in co-operation responsibly

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

The student is able to solve new and complex problems in cooperation with the team.
The student operates aimingly and plans to find and implement solutions that promote sustainable development. The student takes responsibility for fascination.
The student is able to choose the most appropriate approach to different options and justify its choice in various multidisciplinary situations.
The student operates communal in knowledge-building.

Assessment criteria, excellent (5) (course unit)

The student is able to solve the new and complex problems in front of the front and to make decisions in unforeseen situations.
The student operates goally and organizes operations to find and implement solutions promoting sustainable development.
The student facilitates the development process involving various actors of the motivation.
The student is creating creatively and sees alternative solution-based ways to act in different situations requiring multidisciplinary joint development.
The student operates in communal information construction and understands the importance of sharing information in promoting their own know-how.

Assessment scale

0-5

Objectives (course unit)

The course focuses on developing professional communication skills in multicultural environments in the service industry.

After completing the course, the 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)

Different professional communication situations in a multicultural working environment, e.g. negotiations, counselling, customer-oriented communication.
Authentic professional texts.
Terminology of the students’ field of study.
Telling about one’s education, work experience, skills and objectives.

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

The student understands the main points of the professional material in their field and is able to use basic aids to acquire basic information and convey it in an understandable way. They manage simple communication situations on professional topics. The student knows some professional terms and phrases. The student recognises different language genres and their features satisfactorily. They pronounce occasionally inaccurately but understandably.

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

The student understands both the main points and most details in professional materials and can implement the acquired knowledge. They express themselves clearly and professionally. The student recognises different language genres and their features well, communicates professionally and expresses situational awareness. The student is able to use a fairly good selection of professional terms and phrases. They pronounce fairly naturally and clearly

Assessment criteria, excellent (5) (course unit)

The understands both key points and details in professional materials. They can easily implement acquired knowledge. They can communicate fluently, accurately and professionally with a strong sense of style and appropriate register. They master a wide range of professional terms and phrases. The student pronounces clearly and naturally with varying nuances in tone.

Assessment scale

0-5

Further information

Guidelines for using AI in this implementation

If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Objectives (course unit)

The course focuses on developing professional communication skills in multicultural environments in the service industry.

After completing the course, the 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)

Different professional communication situations in a multicultural working environment, e.g. negotiations, counselling, customer-oriented communication.
Authentic professional texts.
Terminology of the students’ field of study.
Telling about one’s education, work experience, skills and objectives.

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

The student understands the main points of the professional material in their field and is able to use basic aids to acquire basic information and convey it in an understandable way. They manage simple communication situations on professional topics. The student knows some professional terms and phrases. The student recognises different language genres and their features satisfactorily. They pronounce occasionally inaccurately but understandably.

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

The student understands both the main points and most details in professional materials and can implement the acquired knowledge. They express themselves clearly and professionally. The student recognises different language genres and their features well, communicates professionally and expresses situational awareness. The student is able to use a fairly good selection of professional terms and phrases. They pronounce fairly naturally and clearly

Assessment criteria, excellent (5) (course unit)

The understands both key points and details in professional materials. They can easily implement acquired knowledge. They can communicate fluently, accurately and professionally with a strong sense of style and appropriate register. They master a wide range of professional terms and phrases. The student pronounces clearly and naturally with varying nuances in tone.

Assessment scale

0-5

Further information

Guidelines for using AI in this implementation
If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Objectives (course unit)

Student:
- knows the stages of service conceptualization and product development and innovation process
- knows inclusive research and development methods and project tools
- apply methods and tools in practice in the Living lab environment
- to develop multidisciplinary service landscape as part of a product or service concept in cooperation with customers and various actors
- understand and observe the international food, beverage and killing cultures
- follow and apply the latest information in the field when introducing new raw materials and production methods
- understands the durability challenges of the food system and their mutual dependencies
- seeks to develop solutions for responsible and prosperity

Content (course unit)

WHAT product development process, service conceptualization and the development of a service label mean?
WHY do the food system sustainability challenges require innovativeness, pilot culture and agile development in the service sectors?
HOW are food products, services and services and services innovatively developing customer needs and accountability considerations?

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

The student recognizes the concepts and phases of the product development and innovation process as well as service concepts. The student is able to describe a multidisciplinary service label.
The student is able to develop products, service and service lands in the controlled entity.
The student works in a group and identifies its interaction skills. Identify important practices in their own field.
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 processes of innovation, product development and service concepts through entities.
The student is able to utilize multiplicity in the development of a service label.
The student is able to choose the most appropriate approach to different options and justify its choice. The student develops products, service and service landscapes based on the knowledge of the topic to promote a sustainable food system.
The student is able to reflect your own and other work and look at the activities of a local community point of view.
The student works in co-operation with responsibly and commitment to team activities, developing their interaction skills.

Assessment criteria, excellent (5) (course unit)

The student understands the processes of innovation, product development and service concepts as interrelated phenomena and is able to apply them to promote a sustainable food system.
The student is able to look for a variety of practices and solution options, justify their choices and try newly inclusive methods.
The student is able to search and analyze information about the topic and utilize it to search and development of sustainable solutions and operational models.
The student is fascinating the innovation process and combines the solutions creatively or creates new. He is also able to take responsibility for the learning of the group and the distribution of learned.
The student works in co-operation responsibility, flexible and constructively developing one's own, team and stakeholder interaction.

Assessment scale

0-5

Objectives (course unit)

Student:
- identifies the possibilities and realities of digital operations and information management
- identifies the role of knowledge as part of the organization's development
- can take advantage of the possibilities for digitalisation in management, planning and organizing operations and developing customer experience
- can design experiments with creative digital solutions
- can use information about their own field to find, introduce and consolidate sustainable solutions and operating models

Content (course unit)

MITÄ tietojohtaminen tarkoittaa ja miksi se on tärkeää palveluliiketoiminnassa?
MIKSI teknologiakehitystä ja palvelun merkitystä on tärkeää pohtia kriittisesti?
MITEN digitalisaatio näyttäytyy ilmiönä, haasteena ja mahdollisuutena palveluliiketoiminnassa?
MITEN voidaan yhdistellä digitaalisia ja fyysisiä palveluympäristöjä ja -elementtejä?
MITEN dataohjautuvuus näyttäytyy organisaation kaikissa eri toiminnoissa?

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

The student recognizes and defines the key phenomena and concepts associated with digitalisation and information management.
The student makes the given tasks guided. He knows a variety of procedures in digital solutions.
The student acts as a team member and leads itself.

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

The student parses relations between digitization and information management concepts and apply them in the practices of the service business.
The student is able to choose from different options for the most appropriate procedural selection. He is able to draw up plans or gives sustainable proposals to improve digital solutions.
The student works responsibly as a professional and supports other learning. The student assesses matches its own activities.

Assessment criteria, excellent (5) (course unit)

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 understands the conditions for data-guidance in the various activities of the organization.
The student is looking for and evaluating a variety of sustainable ways of working and solving models, as well as planning and implementing digital solutions. He combines various solutions creatively or creates new.
The student works responsibly and exemplarily committed to the overall performance of his team or his assistant. He critically evaluate the digitalisation development of the Arguments and its own and other activities.

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)

You will strengthen your skills in project-like work in a restaurant environment. You will learn the practices and interaction situations needed in the hospitality industry operations.

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

Objectives (course unit)

During the training period, you will familiarize yourself with practical tasks and apply the learned knowledge and skills in working life in the field of service business.

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