Study Guide

Objectives (course unit)

The aim is to establish a team enterprise, to plan and initiate the operations of the enterprise.

Content (course unit)

Establishing an enterprise, planning the operations of the enterprise, basics of team work.

Further information (course unit)

Teaching methods: Team meetings, innovations and presentations, related literature, appraisal discussion, learning contract and portfolio, learning assessment.
Language of instruction: Finnish.

Location and time

At Proakatemia during the spring semester according to the paja schedule (please see Pakki/Lukkarikone and Teams)

Exam schedules

A Tiimidiili/Shark Tank or similar event acts as a demonstration; substitutions due to absenteeism are agreed on a case-by-case basis in the team, with the coach.

Assessment methods and criteria

The student will perform work time monitoring in a jointly agreed manner. The amount and quality of the work will be monitored together, and feedback discussions will take place with both the team and the coach.

Assessment scale

0-5

Teaching methods

The course consists of practical work to launch a team company, workshop lessons developing theory and dialogue skills, seminars, literature, and essays on ennobled knowledge, and participation in building a team company and community culture.

Learning materials

Literary tips are shared during the course of the course, in development discussions, et al. With them, the student draws up a reading plan. Based on literature, students write 15 essay points of essays with separate instructions.

Student workload

Students are required to get a minimum of
120 h paja hours
290 h of other learning tasks (company creation, seminars, cells, development discussions, demonstrations...)
15 essay points, i.e. 150 h literature essays
In addition, the spring semester includes 133 h of projects.

Content scheduling

According to the teams paja plan

Completion alternatives

If necessary, agreed with your Proakatemia coach.

Practical training and working life cooperation

The theory is connected to the practice of your own team company.

Further information

Completion of the course requires the student to belong to a team and to set up a team company.

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

The student participates randomly in the startup stages of the team business. The student brings little new information to the team business: participation in workshops is not active nor do the essays have valuable content for the team. The student has difficulty in self-assessment and utilizing peer feedback. He doesn't act on team values.

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

The student has participated in the launch of the team company. He has been involved in creating policies, values, vision, and mission. He has acquired knowledge and distributed it sporadically in the 'pajas'. The essays are written, but there are flaws in grammatical correctness, use of sources, or fluent merging theory and practice.

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

The student has been actively involved in the launch of the team company. They have been involved in the creation of policies, values, vision, and mission and demonstrated that they have internalized them. They have acquired relevant information and shared it in learning situations. They have mastered the principles of dialogue. The essays demonstrate the management of the issue and contribute to the learning of the team company, but occasionally there are shortcomings in the right language, use of sources, or fluent combining theory and practice.

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

The student has made an active contribution to the launch of the team company and claimed responsibility. They have directed processes that have created common practices, values, vision and mission of the team company. They have acquired appropriate information from reliable sources and shared it in learning situations.
The student has shown that they master dialogue skills and that they are able to think together, following the principles of dialogue. They have participated in seminars, cells and various learning situations, and have read literature et al materials appropriately, and through the essays that he has prepared, shared the skills that benefit the team and the team company.
The essays show the mastery of the matter. Relevant sources have been versatile utilized, the text rightly provides applications for your own activities based on ideas generated by sources. The language is groomed. The essays contribute to the learning of a team company.

Objectives (course unit)

The aim is to establish a team enterprise, to plan and initiate the operations of the enterprise.

Content (course unit)

Establishing an enterprise, planning the operations of the enterprise, basics of team work.

Further information (course unit)

Teaching methods: Team meetings, innovations and presentations, related literature, appraisal discussion, learning contract and portfolio, learning assessment.
Language of instruction: Finnish.

Location and time

At Proakatemia during the spring semester according to the paja schedule (please see Pakki/Lukkarikone and Teams)

Exam schedules

A Tiimidiili/Shark Tank or similar event acts as a demonstration; substitutions due to absenteeism are agreed upon on a case-by-case basis in the team, with the coach.

Assessment methods and criteria

The student will perform work time monitoring in a jointly agreed manner. The amount and quality of the work will be monitored together, and feedback discussions will take place with both the team and the coach.

Assessment scale

Pass/Fail

Teaching methods

The course consists of practical work to launch a team company, workshop lessons developing theory and dialogue skills, seminars, literature, and essays on ennobled knowledge, and participation in building a team company and community culture.

Learning materials

Literary tips are shared during the course of the course, in development discussions, et al. With them, the student draws up a reading plan. Based on literature, students write 15 essay points of essays with separate instructions.

Student workload

Students are required to get a minimum of
120 h paja hours
290 h of other learning tasks (company creation, seminars, cells, development discussions, demonstrations...)
15 essay points, i.e. 150 h literature essays
In addition, the spring semester includes 133 h of projects.

Content scheduling

According to the teams paja plan

Completion alternatives

If necessary, agreed with your Proakatemia coach.

Practical training and working life cooperation

The theory is connected to the practice of your own team company.

Further information

Completion of the course requires the student to have a team to set up a business.

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

The student participates randomly in the startup stages of the team business. The student brings little new information to the team business: participation in workshops is not active nor do the essays have valuable content for the team. The student has difficulty in self-assessment and utilizing peer feedback. He does not act on team values.

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

The student has participated in the launch of the team company. He has been involved in creating policies, values, vision, and mission. He has acquired knowledge and distributed it sporadically in the 'pajas'. The essays are written, but there are flaws in grammatical correctness, use of sources, or fluent merging theory and practice.

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

The student has been actively involved in the launch of the team company. They have been involved in the creation of policies, values, vision, and mission and demonstrated that they have internalized them. They have acquired relevant information and shared it in learning situations. They have mastered the principles of dialogue. The essays demonstrate the management of the issue and contribute to the learning of the team company, but occasionally there are shortcomings in the right language, use of sources, or fluent combining theory and practice.

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

The student has made an active contribution to the launch of the team company and claimed responsibility. They have directed processes that have created common practices, values, vision and mission of the team company. They have acquired appropriate information from reliable sources and shared it in learning situations.
The student has shown that they master dialogue skills and that they are able to think together, following the principles of dialogue. They have participated in seminars, cells and various learning situations, and have read literature et al materials appropriately, and through the essays that he has prepared, shared the skills that benefit the team and the team company.
The essays show the mastery of the matter. Relevant sources have been versatile utilized, the text rightly provides applications for your own activities based on ideas generated by sources. The language is groomed. The essays contribute to the learning of a team company.

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

Pass
The student has been actively involved in launching a team company. They have acquired new knowledge to support the doing and are sharing it with other members of the team. Students evaluate their own activities and take advantage of peer feedback. They act in accordance with the values of the team and the community.

Fail
The student participates randomly in the startup stages of a team company. The student brings little new information to the team company: participation in pajas is not active nor do the essays have valuable content for the team. He has difficulty with self-evaluation and utilizing peer feedback. He's not acting in accordance with the values of the team.