Study Guide

Objectives (course unit)

During the course the students continue to improve their working life metaskills and professional know-how. Development discussion with the coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- have improved their working life metaskills
- can utilize the variety of possibilities to study and can plan their studies according to their career plan
- know the process of applying for a job.

Content (course unit)

What kinds of career paths do business administration students have?
How to improve professional know-how and expertise?
How to develop the preparedness to apply for a job?
How to draw up a portfolio showing professional know-how?

Assessment criteria, pass/fail (course unit)

Approved
The student has completed the given exercises and thus they can combine the discussed subjects with professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and in searching for a job.

Assessment scale

0-5

Objectives (course unit)

During the course the students continue to improve their working life metaskills and professional know-how. Development discussion with the coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- have improved their working life metaskills
- can utilize the variety of possibilities to study and can plan their studies according to their career plan
- know the process of applying for a job.

Content (course unit)

What kinds of career paths do business administration students have?
How to improve professional know-how and expertise?
How to develop the preparedness to apply for a job?
How to draw up a portfolio showing professional know-how?

Assessment criteria, pass/fail (course unit)

Approved
The student has completed the given exercises and thus they can combine the discussed subjects with professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and in searching for a job.

Assessment scale

0-5

Objectives (course unit)

During the course the students continue to improve their working life metaskills and professional know-how. Development discussion with the coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- have improved their working life metaskills
- can utilize the variety of possibilities to study and can plan their studies according to their career plan
- know the process of applying for a job.

Content (course unit)

What kinds of career paths do business administration students have?
How to improve professional know-how and expertise?
How to develop the preparedness to apply for a job?
How to draw up a portfolio showing professional know-how?

Assessment criteria, pass/fail (course unit)

Approved
The student has completed the given exercises and thus they can combine the discussed subjects with professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and in searching for a job.

Assessment scale

Pass/Fail

Objectives (course unit)

During the course the students continue to improve their working life metaskills and professional know-how. Development discussion with the coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- have improved their working life metaskills
- can utilize the variety of possibilities to study and can plan their studies according to their career plan
- know the process of applying for a job.

Content (course unit)

What kinds of career paths do business administration students have?
How to improve professional know-how and expertise?
How to develop the preparedness to apply for a job?
How to draw up a portfolio showing professional know-how?

Assessment criteria, pass/fail (course unit)

Approved
The student has completed the given exercises and thus they can combine the discussed subjects with professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and in searching for a job.

Assessment scale

0-5

Objectives (course unit)

During the course the students continue to improve their working life metaskills and professional know-how. Development discussion with the coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- have improved their working life metaskills
- can utilize the variety of possibilities to study and can plan their studies according to their career plan
- know the process of applying for a job.

Content (course unit)

What kinds of career paths do business administration students have?
How to improve professional know-how and expertise?
How to develop the preparedness to apply for a job?
How to draw up a portfolio showing professional know-how?

Assessment criteria, pass/fail (course unit)

Approved
The student has completed the given exercises and thus they can combine the discussed subjects with professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and in searching for a job.

Assessment scale

Pass/Fail

Objectives (course unit)

During the course the focus is on completing studies, graduating and searching for a job. Development discussion with coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- reach the readiness to move into working life and are able to continuously develop their working life skills
- recognize the need for lifelong learning.

Content (course unit)

How to prepare for a job interview and how to act during the interview?
How can a portfolio be utilized in job searching?
What opportunities does a BBA have for continuing studies?
What are the alumni activities?

Assessment criteria, pass/fail (course unit)

Pass
The student has completed the given exercises and thus they can combine the discussed subjects in the professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and searching for a job.

Assessment scale

Pass/Fail

Objectives (course unit)

During the course the focus is on completing studies, graduating and searching for a job. Development discussion with coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- reach the readiness to move into working life and are able to continuously develop their working life skills
- recognize the need for lifelong learning.

Content (course unit)

How to prepare for a job interview and how to act during the interview?
How can a portfolio be utilized in job searching?
What opportunities does a BBA have for continuing studies?
What are the alumni activities?

Assessment criteria, pass/fail (course unit)

Pass
The student has completed the given exercises and thus they can combine the discussed subjects in the professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and searching for a job.

Assessment scale

0-5

Objectives (course unit)

During the course the focus is on completing studies, graduating and searching for a job. Development discussion with coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- reach the readiness to move into working life and are able to continuously develop their working life skills
- recognize the need for lifelong learning.

Content (course unit)

How to prepare for a job interview and how to act during the interview?
How can a portfolio be utilized in job searching?
What opportunities does a BBA have for continuing studies?
What are the alumni activities?

Assessment criteria, pass/fail (course unit)

Pass
The student has completed the given exercises and thus they can combine the discussed subjects in the professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and searching for a job.

Assessment scale

Pass/Fail

Objectives (course unit)

During the course the focus is on completing studies, graduating and searching for a job. Development discussion with coach is included in the course.

Course Learning Outcomes:
After completing the course the students
- reach the readiness to move into working life and are able to continuously develop their working life skills
- recognize the need for lifelong learning.

Content (course unit)

How to prepare for a job interview and how to act during the interview?
How can a portfolio be utilized in job searching?
What opportunities does a BBA have for continuing studies?
What are the alumni activities?

Assessment criteria, pass/fail (course unit)

Pass
The student has completed the given exercises and thus they can combine the discussed subjects in the professional context. They can observe and assess subjects from their own and their community’s point of view.

Fail
The student has not completed the given exercises and thus does not recognize the meaning of the discussed subjects in their studies and searching for a job.

Assessment scale

0-5

Objectives (course unit)

During this course the students will deepen their knowledge about the management and development of customer relationships and customer experience.

After completing the course the students
- are able to utilize customer understanding in creating the customer journey , as well as to create customer profiles and personas
- can design marketing communications and understand its significance in the creation of the customer experience
- identify sources of customer value and design customer-oriented services
- are able to set customer targets and design the related metrics.

Content (course unit)

How to create a customer profile, persona description, and a customer journey?
How to plan customer-oriented marketing communications?
How to develop customer processes and the value of customer relationships?
How is customer experience managed and measured?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

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

The student recognizes the tasks related to the management of the customer experience and is able to name the related areas. They know how to develop customer relationships.

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

The student is able to work according to instructions in situations related to customer experience management. They are able to take advantage of e.g. customer understanding in customer relationship development and customer-oriented marketing communications.

Assessment criteria, excellent (5) (course unit)

The student understands the areas of customer experience management and can apply them in practical work. They can plan customer-oriented marketing communications. The student is able to develop customer experience and is able to combine the issues of the different areas into a whole.

Location and time

First lessons at Tamk, otherwise oneline meetings.

Exam schedules

Moodle exam at the end of the course. Pre-assignments and workshops in connection with meetings. Submission and presentation of the assignment at the end of the course. Active attendance is a prerequisite for completing the course.

Assessment scale

0-5

Teaching methods

Active presence in face-to-face meetings. Group works and its presentation.
Lectures, assignments, online discussions and workshops. Independent information search.

Learning materials

Literature will be announced during first contact lessons.

Student workload

The total resource of an individual student is about 130 hours. The course lasts 7 weeks.

70 hours of teaching, independent information search and pre-assignments as individual work.
60 hours of group workshops and assignments.

Content scheduling

What is customer experience management?
How to create a customer profile, persona description, and a customer journey?
What is customer value management and how to develop customer value?
How to plan customer-oriented marketing communications?
How is customer experience managed and measured?

Completion alternatives

Possibility of accredition based on previously acquired competence or studification.

Practical training and working life cooperation

Working life examples, workshops and cases.

International connections

English-language material.

Further information

The course is use a Moodle learning environment.

Objectives (course unit)

The course will enable you to develop customer experience using service design methods and tools.

On completion of the course, the student will:
- understand the importance of customer focus and customer experience for the business of the organisation
- knows how different methods are used to deepen customer insight
- knows how to apply the principles and methods of service design to improve the customer experience
- can design and implement a service design project related to customer experience development
- can present the results of a service design project

Content (course unit)

Customer focus
Customer insight
Basics of service design
Developing the customer experience

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

The student understands the general principles of customer focus and the importance of customer experience for an organisation's business and identifies some methods to deepen customer understanding. The student will understand the basics of service design and will participate in the planning, implementation and reporting of a service design project.

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

The student understands the importance of customer focus and customer experience for the organisation's business and is able to choose the appropriate methods to deepen customer insight. The student can apply the principles and methods of service design to improve the customer experience and actively participates in the planning and implementation of a service design project. The student will be an active member of a team and will be able to report well on his/her work.

Assessment criteria, excellent (5) (course unit)

he student understands the importance of customer centricity and customer experience for the organisation's business and is able to recommend the most appropriate methods to deepen customer insight. The student is able to apply service design principles and methods to improve the customer experience and is very active in the planning and implementation of a service design project. The student is highly motivated, takes committed responsibility for his/her own and the team's performance and reporting.

Assessment scale

0-5

Objectives (course unit)

During this course, you get to know marketing especially from a customer perspective and learn how to plan marketing.

The student is able to
- to think of marketing as strategic choices,
- carry out customer relationship marketing,
- draw up a marketing plan and carry out a marketing campaign,
- use research data in marketing.

Content (course unit)

What is strategic marketing planning?
What are customer profiling and customer relationship marketing?
How is a multichannel marketing campaign built and budgeted?
What requirements do channel selections cause for graphical communication?

Prerequisites (course unit)

Previous modules completed or equivalent knowledge.

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

The students know the basic concepts and methods related to customer relationship marketing, strategic marketing planning and graphic communications.

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

The student masters the basic concepts and methods related to customer relationship marketing, strategic planning and graphic communications. The student is able to apply what he/she has learned to practical situations.

Assessment criteria, excellent (5) (course unit)

The student is familiar with the basic concepts and methods related to customer relationship marketing, strategic planning and graphical communication, knows the communication channels and is able to utilise them appropriately in marketing. The student is able to apply and analyse what he/she has learned for practical situations. The student is able to justify his/her decision comprehensively. If necessary, the student is also able to search for information and design new solutions for challenging situations.

Assessment criteria, pass/fail (course unit)

The student knows only some concepts related to customer relationship marketing, strategic marketing planning and graphic communications and does not know how to carry out a well-functioning marketing campaign.

Assessment scale

0-5

Objectives (course unit)

The student can execute customer related marketing. He/she knows the methods of marketing research and planning. The student can make small-scale marketing plans. He/she can use the graphic software applications.

Content (course unit)

Customer related marketing
Research and planning of marketing
Marketing plan
Graphic design and basic use of graphic software applications.

Prerequisites (course unit)

1. year studies and Research as a Tool or similar skills and knowledge.

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

Satisfactory

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

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

The course will focus on B2B sales, where the focus is on finding solutions to drive the customer's business, and systems to support sales.


Students will be able to
- build solutions that improve the customer's business
- identify their own strengths in solution selling
- consider the importance of holistic customer relationship management
- manage customer relationships using appropriate tools and CRM systems.

Content (course unit)

How do I get to know and understand the customer's business?
How do I develop my skills as a solution provider?
What tools and systems do I use to manage my sales?
How can I use different CRM systems to manage customer relationships?

Prerequisites (course unit)

1. and 2. year studies or similar skills and knowledge.

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

The student has completed the given tasks. The student knows the basic concepts of solution selling and customer relationship management. The student will be able to apply what he/she has learned at basic level. The student's ability to justify solutions is weak.

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

The student has completed the given tasks. The student masters the basic concepts and key procedures related to solution selling and customer relationship management. The student can solve practical situations related to the subject area and justify his/her solutions.

Assessment criteria, excellent (5) (course unit)

The student has completed the given tasks. The student knows the basic concepts and key procedures related to solution selling and customer relationship management. The student will be able to solve and analyse practical situations related to the subject. The student will be able to provide a comprehensive justification for his/her solutions. Where appropriate, they can also search for information and design solutions to challenging situations.

Assessment scale

0-5

Objectives (course unit)

During this course the students learn how to apply theories from various business disci-plines to real company problems. The students will be provided with a strong foundation of analytical tools and techniques, problem-solving methodologies and effective presentation and communication techniques. The students will then be able to apply and refine their use of these techniques through hands-on learning with several business cases.

After having completed the course, the students
- can develop and evaluate alternative feasible solutions for different international and na-tional business cases
- are able to apply theories and analytical tools from different business disciplines to real-world situations
- can make clear and justifiable recommendations to real-life business problems
- are able to present decisions to public in a professional manner
- demonstrate various leadership skills related to teamwork, innovation process manage-ment, work organization and methods, and initiative.

Content (course unit)

How to identify relevant information for different business decisions?
What are the methods in solving business cases with a structured approach?
How to give clear, convincing and engaging business presentations?

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

The student is present the required amount of contact classes (80 %) but the contribution to the different processes of team work and presenting case solutions is not more than satisfactory.

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

In solving the cases, the student is able to participate in decision-making and gives an average input in the process of defining the problem(s), gathering and analyzing relevant information, and finally developing and evaluating alternative courses of action. Based on this analytical process, the student is able to participate in creating a recommendation on what he/she thinks the best course of action is as well as providing detailed implementation and risk mitigation plans. Presentation skills are of an average level in professionalism and assertiveness. The operation in a team is varying in perspectives of being responsible, considerate, motivated and task-oriented.

Assessment criteria, excellent (5) (course unit)

In solving the cases, the student is able to act as a decision-maker and go through the stages of defining the problem(s), gathering and analyzing relevant information, and finally developing and evaluating alternative courses of action. Based on this analytical process, the student is able to create a recommendation on what he/she thinks the best course of action is as well as providing detailed implementation and risk mitigation plans. Presentation skills are convincing and professional. The operation in a team is responsible, considerate, motivated and task-oriented.

Location and time

On main campus (Kuntokatu), see detailed schedule in intranet

Assessment scale

0-5

Teaching methods

Teaching methods focus strongly on practical, hand-on learning. This will be implemented by providing business cases that students solve by applying knowledge from various areas of study and effectively present the solutions. There will also be lectures focusing on specific areas that needs to be considered in analyzing and solving business cases.

Student workload

Classroom sessions:42 hours
Class preparation (case analyses): 68 hours
Other assignments: 25 hours

Completion alternatives

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Practical training and working life cooperation

The study module will be implemented in cooperation with companies that provide real business cases for student teams to solve.

International connections

The best student team will have an opportunity to represent TAMK in an international case competition given that they are willing to spend time on additional case coaching if necessary.

Further information

Criteria for enrolling to the study module:
- full-time student
- Studying Business Administration/International Business/Industrial Engineering/Management
Because of the nature of the study module, cancelling participation after the study module has started is not possible.
If selected to a team representing home institution in a business case competition, please notice that some competitions have a rule of an age limit.

Objectives (course unit)

During the course the students learn about digital marketing and creating content to various digital platforms.

After completing the course the students
- know how to choose the right channels when planning digital marketing
- know how to plan and implement various content marketing campaigns
- are able to make the most of digital tools when implementing a sales process.

Content (course unit)

How to choose the best channels for digital marketing?
How to create engaging content?
How to succeed in digital marketing?
What are the characteristics of digital sales?
How to use analytics for segmentation?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

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

The student knows different digital platforms and can identify and name content types. They know what to take into consideration when planning a digital marketing campaign. The student knows the basics of digital marketing terminology.

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

The student knows how to use the most common digital platforms and is able to create basic content to them. They can plan a modest digital marketing campaign to fixed segments and measure it. The student knows digital marketing terminology widely.

Assessment criteria, excellent (5) (course unit)

The student knows how to use the most common digital platforms independently and is able to learn new ones quickly. The have mastered the art of content creation and know how to set goals and plan ahead. The student can plan, implement and measure digital marketing for fixed segments and also define new segments. They have mastered the digital marketing terminology.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

During the course the students learn about digital marketing and creating content to various digital platforms.

After completing the course the students
- know how to choose the right channels when planning digital marketing
- know how to plan and implement various content marketing campaigns
- are able to make the most of digital tools when implementing a sales process.

Content (course unit)

How to choose the best channels for digital marketing?
How to create engaging content?
How to succeed in digital marketing?
What are the characteristics of digital sales?
How to use analytics for segmentation?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

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

The student knows different digital platforms and can identify and name content types. They know what to take into consideration when planning a digital marketing campaign. The student knows the basics of digital marketing terminology.

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

The student knows how to use the most common digital platforms and is able to create basic content to them. They can plan a modest digital marketing campaign to fixed segments and measure it. The student knows digital marketing terminology widely.

Assessment criteria, excellent (5) (course unit)

The student knows how to use the most common digital platforms independently and is able to learn new ones quickly. The have mastered the art of content creation and know how to set goals and plan ahead. The student can plan, implement and measure digital marketing for fixed segments and also define new segments. They have mastered the digital marketing terminology.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The course deepens the students’ leadership skills through e.g. practical training.

After completing the course the students:
- are able to work in the situations that require practical supervisory skills
- are able to work in challenging and difficult supervisory situations
- understand the importance of competence development and the tools related to it
- understand the strength and potential of teamwork and motivation.

Content (course unit)

How to act as a supervisor in interviews, development discussions, etc.? (Practical situa-tions)
What kinds of challenging situations are there in supervisory work?
What kinds of the recommended course of actions should be learned in order to handle conflict situations?
How is it possible to make a team work efficiently?
Why is competence development important in the organization?

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

The student recognizes the course of actions of the challenging supervisory situations and is able to name the recommended practices for the most common supervisory situations.

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

The student is familiar with the recommended practices in challenging supervisory situa-tions and is able to choose the most appropriate method from the different options and justify their choice. They are able to solve the problems and make plans for developing competence.

Assessment criteria, excellent (5) (course unit)

The student is reasonably able to look for different ways of working in challenging supervi-sory situations and to combine different solutions in a creative way. They understand widely the range of HR and supervisory situations and are able to evaluate the optimum perfor-mance of the teams. The student is able to work structurally and responsibly in practical su-pervisory situations and to apply management and leadership in practice.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The course focuses on financing market operations, various financing and investment instruments and investment calculations.

After completing the course the students
- understand the functioning of financial markets
- understand how the valuation of financing and investment instruments
- are able to apply investment calculation methods and assess the profitability of investments.

Content (course unit)

What is the structure of Finnish financial markets and how are the markets operating?
What are the forms of financing? What are bonds? What are funds? How is the share price determined?
How to calculate the profitability of investments?

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

The student knows the functions of the financial markets on a basic level and knows how to name various instruments and knows the main differences. They know methods of investment calculations and are able to estimate the profitability of company’s real investments in simplified cases.

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

The student is able to explain the principles of the structure and operations of financial markets, and characteristics of various financing and investment instruments. They are able to evaluate the profitability of company's real investments using different methods.

Assessment criteria, excellent (5) (course unit)

The student understands the functioning of financial markets and the valuation of financing and investment instruments. They are able to apply investment calculation methods and assess the profitability of a company’s real investments. They are able to combine the subjects of the various fields into complete entities and to apply that knowledge in practical situations.

Location and time

Weeks 31/2022-41/2022

Exam schedules

Course
First retake exam on January 2022
Second retake exam in January - February 2022

Assessment scale

0-5

Teaching methods

- lectures
- assignments
- group work

Learning materials

1.Moderni rahoitus, Knüpfer Samuli ja Puttonen Vesa, Talentum, 2014 tai uudempi painos
2. Pörssisäätion guides: Osakeopas, Sijoittajan korko-opas, Sijoitusrahasto-opas, Sijoittajan vero-opas (www.porssisaatio.fi)

Student workload

5 ECTS, approximately 135h of work

Completion alternatives

----

Practical training and working life cooperation

----

Objectives (course unit)

The course focuses on financing market operations, various financing and investment instruments and investment calculations.

After completing the course the students
- understand the functioning of financial markets
- understand how the valuation of financing and investment instruments
- are able to apply investment calculation methods and assess the profitability of investments.

Content (course unit)

What is the structure of Finnish financial markets and how are the markets operating?
What are the forms of financing? What are bonds? What are funds? How is the share price determined?
How to calculate the profitability of investments?

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

The student knows the functions of the financial markets on a basic level and knows how to name various instruments and knows the main differences. They know methods of investment calculations and are able to estimate the profitability of company’s real investments in simplified cases.

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

The student is able to explain the principles of the structure and operations of financial markets, and characteristics of various financing and investment instruments. They are able to evaluate the profitability of company's real investments using different methods.

Assessment criteria, excellent (5) (course unit)

The student understands the functioning of financial markets and the valuation of financing and investment instruments. They are able to apply investment calculation methods and assess the profitability of a company’s real investments. They are able to combine the subjects of the various fields into complete entities and to apply that knowledge in practical situations.

Location and time

Weeks 31/2022-41/2022

Exam schedules

Course
First retake exam on January 2022
Second retake exam in January - February 2022

Assessment scale

0-5

Teaching methods

- lectures
- assignments
- group work

Learning materials

1.Moderni rahoitus, Knüpfer Samuli ja Puttonen Vesa, Talentum, 2014 tai uudempi painos
2. Pörssisäätion guides: Osakeopas, Sijoittajan korko-opas, Sijoitusrahasto-opas, Sijoittajan vero-opas (www.porssisaatio.fi)

Student workload

5 ECTS, approximately 135h of work

Completion alternatives

----

Practical training and working life cooperation

----

Objectives (course unit)

Includes sales project.

Content (course unit)

How to design, carry out and measure a sales project?

Prerequisites (course unit)

1. and 2. year studies or similar skills and knowledge.

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

Satisfactory

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

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

During this course, the launch of a new or renewed product or service will be carried out.

The student is able to
- implement the design and implementation of the launch of a new or renewed product or service on the basis of a company's assignment or own idea.

Content (course unit)

What does a successful launch encompass?
How are the launch operations carried out?

Prerequisites (course unit)

Previous modules completed or equivalent knowledge.

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

The student is able to design and implement a simple campaign.

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

The student is able to design and implement the launch project.

Assessment criteria, excellent (5) (course unit)

The student is able to plan and implement (according to the objectives drawn up) a successful launch project and bring a new or renewed product or service to the market. He will be able to evaluate the results of the launch and identify the areas of development.

Assessment criteria, pass/fail (course unit)

The student is not able to plan or implement the launch project in practice.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarise students with the basics of HR and pre-employment work and the regulation of employment relations. The course will give the student an overview of what is involved in HR and chaperone work and what are the main responsibilities of the employer and the employee.

Students:
- Can deal with the most important situations in HR and chaperone work and understand their importance in the company's operations
- Can work as part of an organisation.
- knows how the main terms and conditions of employment are determined
- understands the basic obligations of the employer-employee relationship and the possible consequences of a breach of these obligations.

Content (course unit)

What is HR and pre-personal work?
How is induction and recruitment done in practice?
How are organisational competences developed, including through career development interviews?
What do performance and change management mean?
Why is communication an important part of chaperone work?
What are the key norms of the employment relationship?
What are the key rights and obligations of the employer and the employee and what are the consequences of breaching them?

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

The student will identify the most important situations in HR and pre-personal work and understand the importance of communication in these jobs. The student will be able to perform the main tasks related to HR and chaperone work. Understand the basic concepts and responsibilities of the employment relationship.

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

Students will understand the role of HR and pre-employment work in the company as a whole and will be able to work as part of the organisation. He/she will be able to implement appropriate communication in these tasks. The student knows the basic concepts, key regulations and obligations related to the employment relationship. He/she will be able to solve practical issues related to the subject area and work constructively in a team.

Assessment criteria, excellent (5) (course unit)

The student understands different situations of HR and supervisory work. They are able to plan work tasks and find solutions to different work situations. The student is able to apply a wide range of communication in HR and supervisory work. The student masters the basic concepts related to the employment relationship and the importance of regulations in determining the terms of employment and the obligations of the parties. He/she is able to make reasoning suggestions for solutions to practical questions. The student is motivated and commits to the work of the team in different situations.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarise students with the basics of HR and pre-employment work and the regulation of employment relations. The course will give the student an overview of what is involved in HR and chaperone work and what are the main responsibilities of the employer and the employee.

Students:
- Can deal with the most important situations in HR and chaperone work and understand their importance in the company's operations
- Can work as part of an organisation.
- knows how the main terms and conditions of employment are determined
- understands the basic obligations of the employer-employee relationship and the possible consequences of a breach of these obligations.

Content (course unit)

What is HR and pre-personal work?
How is induction and recruitment done in practice?
How are organisational competences developed, including through career development interviews?
What do performance and change management mean?
Why is communication an important part of chaperone work?
What are the key norms of the employment relationship?
What are the key rights and obligations of the employer and the employee and what are the consequences of breaching them?

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

The student will identify the most important situations in HR and pre-personal work and understand the importance of communication in these jobs. The student will be able to perform the main tasks related to HR and chaperone work. Understand the basic concepts and responsibilities of the employment relationship.

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

Students will understand the role of HR and pre-employment work in the company as a whole and will be able to work as part of the organisation. He/she will be able to implement appropriate communication in these tasks. The student knows the basic concepts, key regulations and obligations related to the employment relationship. He/she will be able to solve practical issues related to the subject area and work constructively in a team.

Assessment criteria, excellent (5) (course unit)

The student understands different situations of HR and supervisory work. They are able to plan work tasks and find solutions to different work situations. The student is able to apply a wide range of communication in HR and supervisory work. The student masters the basic concepts related to the employment relationship and the importance of regulations in determining the terms of employment and the obligations of the parties. He/she is able to make reasoning suggestions for solutions to practical questions. The student is motivated and commits to the work of the team in different situations.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarise students with the basics of HR and pre-employment work and the regulation of employment relations. The course will give the student an overview of what is involved in HR and chaperone work and what are the main responsibilities of the employer and the employee.

Students:
- Can deal with the most important situations in HR and chaperone work and understand their importance in the company's operations
- Can work as part of an organisation.
- knows how the main terms and conditions of employment are determined
- understands the basic obligations of the employer-employee relationship and the possible consequences of a breach of these obligations.

Content (course unit)

What is HR and pre-personal work?
How is induction and recruitment done in practice?
How are organisational competences developed, including through career development interviews?
What do performance and change management mean?
Why is communication an important part of chaperone work?
What are the key norms of the employment relationship?
What are the key rights and obligations of the employer and the employee and what are the consequences of breaching them?

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

The student will identify the most important situations in HR and pre-personal work and understand the importance of communication in these jobs. The student will be able to perform the main tasks related to HR and chaperone work. Understand the basic concepts and responsibilities of the employment relationship.

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

Students will understand the role of HR and pre-employment work in the company as a whole and will be able to work as part of the organisation. He/she will be able to implement appropriate communication in these tasks. The student knows the basic concepts, key regulations and obligations related to the employment relationship. He/she will be able to solve practical issues related to the subject area and work constructively in a team.

Assessment criteria, excellent (5) (course unit)

The student understands different situations of HR and supervisory work. They are able to plan work tasks and find solutions to different work situations. The student is able to apply a wide range of communication in HR and supervisory work. The student masters the basic concepts related to the employment relationship and the importance of regulations in determining the terms of employment and the obligations of the parties. He/she is able to make reasoning suggestions for solutions to practical questions. The student is motivated and commits to the work of the team in different situations.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarise students with the basics of HR and pre-employment work and the regulation of employment relations. The course will give the student an overview of what is involved in HR and chaperone work and what are the main responsibilities of the employer and the employee.

Students:
- Can deal with the most important situations in HR and chaperone work and understand their importance in the company's operations
- Can work as part of an organisation.
- knows how the main terms and conditions of employment are determined
- understands the basic obligations of the employer-employee relationship and the possible consequences of a breach of these obligations.

Content (course unit)

What is HR and pre-personal work?
How is induction and recruitment done in practice?
How are organisational competences developed, including through career development interviews?
What do performance and change management mean?
Why is communication an important part of chaperone work?
What are the key norms of the employment relationship?
What are the key rights and obligations of the employer and the employee and what are the consequences of breaching them?

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

The student will identify the most important situations in HR and pre-personal work and understand the importance of communication in these jobs. The student will be able to perform the main tasks related to HR and chaperone work. Understand the basic concepts and responsibilities of the employment relationship.

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

Students will understand the role of HR and pre-employment work in the company as a whole and will be able to work as part of the organisation. He/she will be able to implement appropriate communication in these tasks. The student knows the basic concepts, key regulations and obligations related to the employment relationship. He/she will be able to solve practical issues related to the subject area and work constructively in a team.

Assessment criteria, excellent (5) (course unit)

The student understands different situations of HR and supervisory work. They are able to plan work tasks and find solutions to different work situations. The student is able to apply a wide range of communication in HR and supervisory work. The student masters the basic concepts related to the employment relationship and the importance of regulations in determining the terms of employment and the obligations of the parties. He/she is able to make reasoning suggestions for solutions to practical questions. The student is motivated and commits to the work of the team in different situations.

Assessment scale

0-5

Objectives (course unit)

The practical training familiarizes the students in a supervised manner with the practical work assignments of the field, as well as with the application and deeper profieciency of knowledge and skills in working life.

After having completed the course the students
- have learned the rules of working life
- can apply learned theory and skills in working life
- are able to use the practical methods and concepts of their study path
- are able to plan their career based on the practical training experience
- can create their networks and contacts to working life
- can collect ideas for the Bachelor’s thesis.

Content (course unit)

What does supervised practical training mean?
What are the work tasks of BBAs?
What are key concepts and methods in my study path in practise?
How to act as a member of work communities?
What are my 'development areas' as regards working life skills?

Assessment criteria, pass/fail (course unit)

Approved:
The student has worked in the work assignments approved by the supervisor in accordance with the agreed number of hours, submitted the required documents to the supervisor and completed the feedback discussion about the training with the supervisor.
Fail:
One or more of the criteria for the practical training (see above) are missing.

Assessment scale

0-5

Objectives (course unit)

The student knows the innovation methods and can develop his/her ideas to innovations.
He/she knows the legislation of innovations.

Content (course unit)

Brainstorming methods
Developing an idea to an innovation
Tools needed in innovation process
Legislation concerning innovation

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

The student has participated in the team innovation event and completed the assigned tasks. The student knows the basic concepts related to innovation and related legislation.

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

The student has participated in the team innovation event and completed the assigned tasks. The student has a good command of the basic concepts and key procedures related to innovation and related legislation. The student will be able to solve practical problems related to the subject area and justify his/her solutions. The student will be able to apply what he/she has learned to practical situations.

Assessment criteria, excellent (5) (course unit)

The student has participated in the team innovation event and completed the assigned tasks. The student knows the basic concepts and key procedures related to innovation and related legislation. The student understands the innovation process as a whole. The student will be able to solve and analyse practical problems related to the subject. The student will be able to justify his/her solutions in a comprehensive manner. The student will be able to apply his/her innovation skills in a broad range of areas.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to introduce the student to the various dimensions of communication between cultures. The course will show different ways to comprehend cultures according to their deep structures and diverse communication patterns. Issues that create misunderstandings in intercultural interaction will be considered. Through these theoretical and practical observations, another objective of the course will be achieved: development of intercultural skills and competence in diverse multicultural contexts in general and specifically in the field of business.

Learning outcomes of the course unit
After completing the course students will
- be able to understand from more analytical perspective the different ways to comprehend cultures according to their deep structures and diverse communication patterns.
- be aware of the issues that create misunderstandings in intercultural interaction.
- be able to modify own communication style in a culturally sensitive manner.

Content (course unit)

What are the key concepts influencing intercultural communication?
What is the significance of intercultural communication skills in working life and business life?
What are cultural values and what is their impact in intercultural communication?
What are the benefits of diversity management?
What are the potential problems and ethical themes that need to be considered?
What is intercultural competence and how to be interculturally competent?

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

The student recognizes the main elements that influence intercultural communication in general, but despite of this, their own communication style cannot be described as culturally sensitive. The student recognizes the existing challenges in intercultural work communities.

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

The student works fluently in an adaptable manner with culturally diverse people. They know the cultural characteristics and acknowledge them in their own communication, aiming to common understanding. The student recognizes the elements and significance of intercultural communication in business communication.

Assessment criteria, excellent (5) (course unit)

The student modifies their communication style according to the existing context and takes cultural features into consideration. They know the methods and codes of communication that are appropriate in transferring correct meanings. The student recognizes characteristics of different communication cultures and acts according to them. They observe and recognize cultural similarities and is competent in utilizing this knowledge in their own communication both in general and in the field of business.

Exam schedules

There are no exams. Methods to retake the study module will be discussed with the teachers after the study module.

Assessment methods and criteria

Completing the study module requires the following:
- Active participation in contact classes: there are 7 contact classes in total from which 1 absence is allowed without consequences. If student is absent more than one time, student has to retake the study module.
- Active participation in solving and presenting business cases (in form of presentation or in report): there are 4 cases in total from which 1 absence is allowed. If student is absent from case solving sessions and therefore does not participate in team work, grade from that particular case is graded 0.
The value of cases determining the grade:
Case 1 is valued 10%/100%
Case 2 is valued 10%/100%
Case 3 is valued 30%/100%
Case 4 is valued 50%/100%

Assessment scale

0-5

Teaching methods

Interactive lectures and case method in teams

Learning materials

It will be provided during the study module

Student workload

Contact teaching = 27 h.
Case studies and independent work = 54 h.

Content scheduling

Introduction to Intercultural Communication 11 h.
Verbal and nonverbal communication and culture 12 h.
Cultural Dimention Theories 12 h.
Potential problem in ICC 11 h.
Organisation/ corporate culture and Diversity Management 12 h.
Development of intercultural competence 12 h.
Global business case presantation 10 h.

Completion alternatives

No optional methods

Objectives (course unit)

The aim of the course is to introduce the student to the various dimensions of communication between cultures. The course will show different ways to comprehend cultures according to their deep structures and diverse communication patterns. Issues that create misunderstandings in intercultural interaction will be considered. Through these theoretical and practical observations, another objective of the course will be achieved: development of intercultural skills and competence in diverse multicultural contexts in general and specifically in the field of business.

Learning outcomes of the course unit
After completing the course students will
- be able to understand from more analytical perspective the different ways to comprehend cultures according to their deep structures and diverse communication patterns.
- be aware of the issues that create misunderstandings in intercultural interaction.
- be able to modify own communication style in a culturally sensitive manner.

Content (course unit)

What are the key concepts influencing intercultural communication?
What is the significance of intercultural communication skills in working life and business life?
What are cultural values and what is their impact in intercultural communication?
What are the benefits of diversity management?
What are the potential problems and ethical themes that need to be considered?
What is intercultural competence and how to be interculturally competent?

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

The student recognizes the main elements that influence intercultural communication in general, but despite of this, their own communication style cannot be described as culturally sensitive. The student recognizes the existing challenges in intercultural work communities.

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

The student works fluently in an adaptable manner with culturally diverse people. They know the cultural characteristics and acknowledge them in their own communication, aiming to common understanding. The student recognizes the elements and significance of intercultural communication in business communication.

Assessment criteria, excellent (5) (course unit)

The student modifies their communication style according to the existing context and takes cultural features into consideration. They know the methods and codes of communication that are appropriate in transferring correct meanings. The student recognizes characteristics of different communication cultures and acts according to them. They observe and recognize cultural similarities and is competent in utilizing this knowledge in their own communication both in general and in the field of business.

Exam schedules

There are no exams. Methods to retake the study module will be discussed with the teachers after the study module.

Assessment methods and criteria

Completing the study module requires the following:
- Active participation in contact classes: there are 7 contact classes in total from which 1 absence is allowed without consequences. If student is absent more than one time, student has to retake the study module.
- Active participation in solving and presenting business cases (in form of presentation or in report): there are 4 cases in total from which 1 absence is allowed. If student is absent from case solving sessions and therefore does not participate in team work, grade from that particular case is graded 0.
The value of cases determining the grade:
Case 1 is valued 10%/100%
Case 2 is valued 10%/100%
Case 3 is valued 30%/100%
Case 4 is valued 50%/100%

Assessment scale

0-5

Teaching methods

Interactive lectures and case method in teams

Learning materials

It will be provided during the study module

Student workload

Contact teaching = 27 h.
Case studies and independent work = 54 h.

Content scheduling

Introduction to Intercultural Communication 11 h.
Verbal and nonverbal communication and culture 12 h.
Cultural Dimention Theories 12 h.
Potential problem in ICC 11 h.
Organisation/ corporate culture and Diversity Management 12 h.
Development of intercultural competence 12 h.
Global business case presantation 10 h.

Completion alternatives

No optional methods

Objectives (course unit)

The aim of the course is to introduce the student to the various dimensions of communication between cultures. The course will show different ways to comprehend cultures according to their deep structures and diverse communication patterns. Issues that create misunderstandings in intercultural interaction will be considered. Through these theoretical and practical observations, another objective of the course will be achieved: development of intercultural skills and competence in diverse multicultural contexts in general and specifically in the field of business.

Learning outcomes of the course unit
After completing the course students will
- be able to understand from more analytical perspective the different ways to comprehend cultures according to their deep structures and diverse communication patterns.
- be aware of the issues that create misunderstandings in intercultural interaction.
- be able to modify own communication style in a culturally sensitive manner.

Content (course unit)

What are the key concepts influencing intercultural communication?
What is the significance of intercultural communication skills in working life and business life?
What are cultural values and what is their impact in intercultural communication?
What are the benefits of diversity management?
What are the potential problems and ethical themes that need to be considered?
What is intercultural competence and how to be interculturally competent?

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

The student recognizes the main elements that influence intercultural communication in general, but despite of this, their own communication style cannot be described as culturally sensitive. The student recognizes the existing challenges in intercultural work communities.

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

The student works fluently in an adaptable manner with culturally diverse people. They know the cultural characteristics and acknowledge them in their own communication, aiming to common understanding. The student recognizes the elements and significance of intercultural communication in business communication.

Assessment criteria, excellent (5) (course unit)

The student modifies their communication style according to the existing context and takes cultural features into consideration. They know the methods and codes of communication that are appropriate in transferring correct meanings. The student recognizes characteristics of different communication cultures and acts according to them. They observe and recognize cultural similarities and is competent in utilizing this knowledge in their own communication both in general and in the field of business.

Exam schedules

There are no exams. Methods to retake the study module will be discussed with the teachers after the study module.

Assessment methods and criteria

Completing the study module requires the following:
- Active participation in contact classes: there are 7 contact classes in total from which 1 absence is allowed without consequences. If student is absent more than one time, student has to retake the study module.
- Active participation in solving and presenting business cases (in form of presentation or in report): there are 4 cases in total from which 1 absence is allowed. If student is absent from case solving sessions and therefore does not participate in team work, grade from that particular case is graded 0.
The value of cases determining the grade:
Case 1 is valued 10%/100%
Case 2 is valued 10%/100%
Case 3 is valued 30%/100%
Case 4 is valued 50%/100%

Assessment scale

0-5

Teaching methods

Interactive lectures and case method in teams

Learning materials

It will be provided during the study module

Student workload

Contact teaching = 27 h.
Case studies and independent work = 54 h.

Content scheduling

Introduction to Intercultural Communication 11 h.
Verbal and nonverbal communication and culture 12 h.
Cultural Dimention Theories 12 h.
Potential problem in ICC 11 h.
Organisation/ corporate culture and Diversity Management 12 h.
Development of intercultural competence 12 h.
Global business case presantation 10 h.

Completion alternatives

No optional methods

Objectives (course unit)

The aim of the course is to introduce the student to the various dimensions of communication between cultures. The course will show different ways to comprehend cultures according to their deep structures and diverse communication patterns. Issues that create misunderstandings in intercultural interaction will be considered. Through these theoretical and practical observations, another objective of the course will be achieved: development of intercultural skills and competence in diverse multicultural contexts in general and specifically in the field of business.

Learning outcomes of the course unit
After completing the course students will
- be able to understand from more analytical perspective the different ways to comprehend cultures according to their deep structures and diverse communication patterns.
- be aware of the issues that create misunderstandings in intercultural interaction.
- be able to modify own communication style in a culturally sensitive manner.

Content (course unit)

What are the key concepts influencing intercultural communication?
What is the significance of intercultural communication skills in working life and business life?
What are cultural values and what is their impact in intercultural communication?
What are the benefits of diversity management?
What are the potential problems and ethical themes that need to be considered?
What is intercultural competence and how to be interculturally competent?

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

The student recognizes the main elements that influence intercultural communication in general, but despite of this, their own communication style cannot be described as culturally sensitive. The student recognizes the existing challenges in intercultural work communities.

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

The student works fluently in an adaptable manner with culturally diverse people. They know the cultural characteristics and acknowledge them in their own communication, aiming to common understanding. The student recognizes the elements and significance of intercultural communication in business communication.

Assessment criteria, excellent (5) (course unit)

The student modifies their communication style according to the existing context and takes cultural features into consideration. They know the methods and codes of communication that are appropriate in transferring correct meanings. The student recognizes characteristics of different communication cultures and acts according to them. They observe and recognize cultural similarities and is competent in utilizing this knowledge in their own communication both in general and in the field of business.

Exam schedules

There are no exams. Methods to retake the study module will be discussed with the teachers after the study module.

Assessment methods and criteria

Completing the study module requires the following:
- Active participation in contact classes: there are 7 contact classes in total from which 1 absence is allowed without consequences. If student is absent more than one time, student has to retake the study module.
- Active participation in solving and presenting business cases (in form of presentation or in report): there are 4 cases in total from which 1 absence is allowed. If student is absent from case solving sessions and therefore does not participate in team work, grade from that particular case is graded 0.
The value of cases determining the grade:
Case 1 is valued 10%/100%
Case 2 is valued 10%/100%
Case 3 is valued 30%/100%
Case 4 is valued 50%/100%

Assessment scale

0-5

Teaching methods

Interactive lectures and case method in teams

Learning materials

It will be provided during the study module

Student workload

Contact teaching = 27 h.
Case studies and independent work = 54 h.

Content scheduling

Introduction to Intercultural Communication 11 h.
Verbal and nonverbal communication and culture 12 h.
Cultural Dimention Theories 12 h.
Potential problem in ICC 11 h.
Organisation/ corporate culture and Diversity Management 12 h.
Development of intercultural competence 12 h.
Global business case presantation 10 h.

Completion alternatives

No optional methods

Objectives (course unit)

The aim of the course is to introduce the student to the various dimensions of communication between cultures. The course will show different ways to comprehend cultures according to their deep structures and diverse communication patterns. Issues that create misunderstandings in intercultural interaction will be considered. Through these theoretical and practical observations, another objective of the course will be achieved: development of intercultural skills and competence in diverse multicultural contexts in general and specifically in the field of business.

Learning outcomes of the course unit
After completing the course students will
- be able to understand from more analytical perspective the different ways to comprehend cultures according to their deep structures and diverse communication patterns.
- be aware of the issues that create misunderstandings in intercultural interaction.
- be able to modify own communication style in a culturally sensitive manner.

Content (course unit)

What are the key concepts influencing intercultural communication?
What is the significance of intercultural communication skills in working life and business life?
What are cultural values and what is their impact in intercultural communication?
What are the benefits of diversity management?
What are the potential problems and ethical themes that need to be considered?
What is intercultural competence and how to be interculturally competent?

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

The student recognizes the main elements that influence intercultural communication in general, but despite of this, their own communication style cannot be described as culturally sensitive. The student recognizes the existing challenges in intercultural work communities.

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

The student works fluently in an adaptable manner with culturally diverse people. They know the cultural characteristics and acknowledge them in their own communication, aiming to common understanding. The student recognizes the elements and significance of intercultural communication in business communication.

Assessment criteria, excellent (5) (course unit)

The student modifies their communication style according to the existing context and takes cultural features into consideration. They know the methods and codes of communication that are appropriate in transferring correct meanings. The student recognizes characteristics of different communication cultures and acts according to them. They observe and recognize cultural similarities and is competent in utilizing this knowledge in their own communication both in general and in the field of business.

Exam schedules

There are no exams. Methods to retake the study module will be discussed with the teachers after the study module.

Assessment methods and criteria

Completing the study module requires the following:
- Active participation in contact classes: there are 7 contact classes in total from which 1 absence is allowed without consequences. If student is absent more than one time, student has to retake the study module.
- Active participation in solving and presenting business cases (in form of presentation or in report): there are 4 cases in total from which 1 absence is allowed. If student is absent from case solving sessions and therefore does not participate in team work, grade from that particular case is graded 0.
The value of cases determining the grade:
Case 1 is valued 10%/100%
Case 2 is valued 10%/100%
Case 3 is valued 30%/100%
Case 4 is valued 50%/100%

Assessment scale

0-5

Teaching methods

Interactive lectures and case method in teams

Learning materials

It will be provided during the study module

Student workload

Contact teaching = 27 h.
Case studies and independent work = 54 h.

Content scheduling

Introduction to Intercultural Communication 11 h.
Verbal and nonverbal communication and culture 12 h.
Cultural Dimention Theories 12 h.
Potential problem in ICC 11 h.
Organisation/ corporate culture and Diversity Management 12 h.
Development of intercultural competence 12 h.
Global business case presantation 10 h.

Completion alternatives

No optional methods

Objectives (course unit)

This course is implemented in co-operation with TAMK’s international partner universities. The students work on a branding project in teams consisting of members from several universities, using virtual communication tools: social media, video meetings and cloud services. In the project the students will learn how to analyze and develop a brand in an international context, but quite as importantly, how to handle cultural differences in an international project.

After completing the course the students
- are able to describe and apply a theoretical framework for developing a brand
- are able to analyze and evaluate strengths and development areas of a brand
- are able work in an international project using virtual communication tools.

Content (course unit)

How do international companies manage their brand development?
Which aspects in consumer behaviour are crucial in the brand marketing?
How to cope with cultural differences affecting project work in an international context?
How to use modern virtual communication tools in an international project?

Prerequisites (course unit)

2nd year courses or equivalent knowledge.

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

The student has achieved the objectives of the course sufficiently. They understand the premises and principles of branding. Student recognizes, is able to determine and use the concepts and models of branding. The student’s skills working in the international team need to be further developed.

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

The student has achieved the objectives of the course well although the skills and competences are somewhat in need of further development. They are able to identify and apply the concepts and models of branding well and to conduct reasoned analysis. The student knows how to behave in the international team.

Assessment criteria, excellent (5) (course unit)

The student has achieved the objectives of the course excellently. They have mastered the concepts and models of branding in an excellent manner. The student is able to conduct fluent and reasoned analysis and has good capabilities to apply learning in practice. They are a valuable member of the international team.

Location and time

January-April 2025.

Three hours per week are scheduled: lectures, workshops and Moodle exam, and partly for group work. A more detailed schedule will be given at the first appointment.

Exam schedules

The course has several smaller group work assignements and Moodle exam (in period 4), which are presented in several different stages. Return and presentation of the brand strategy at the end of the course. More detailed schedule for the first time.

Assessment scale

0-5

Teaching methods

Team work: workshops, cases, mentoring sessions, brand analysis + short (desktop) research, ideation and design assignments; peer review, reporting and presentations.

Individual work: independent information search, preparing for the lecture, Moodle exam, Moodboard, self evaluation.

Learning materials

Materials in Moodle.

Floor, K. 2006. Branding a Store. Amsterdam: BIS Publishers

J. N. Kapferer: The new strategic brand management.

Student workload

Scheduled class room hours ca. 39, other time resource individual work 24 hours and team work 67 hours.

Team work 3 cr (70%)
- brand analysis, research, ideation and design assignments (also report and presentation, self and peer review)
- workshops and preparation for them
- mentoring meetings

Brand video 1 cr

Individual work 2 cr (30%)
- independent information search
- preparation for a teacher's meeting with the given materials
- Moode exam

Content scheduling

Branding concepts and frameworks
Customer understanding and personas and customer journey, market competition environment
Brand identity prism
Brand equity model
Brand communication and creative concept
Digital competitor analysis and brand video

Completion alternatives

The course's brand (video) analysis, research and design and workshop assignments can also be prepared for a self-acquired assignment or studification at your own workplace.

Practical training and working life cooperation

A work-based assignments.

International connections

English-language international material and international students.

Further information

Materials are in English.

Objectives (course unit)

During the course the students learn different kinds of go to market –decisions and -actions. They improve their sales negotiation skills and learn new techniques needed in an international business environment. The students understand how different cultural aspects affect international sales and marketing.

After completing the course the students
- are able to define the most common market entry modes
- are able to use market intelligence in order to create an international marketing strategy
- are able to understand the cultural differences in international sales and marketing
- know how to sell and negotiate in an international context
- are able to communicate in a demanding international business environment.

Content (course unit)

What are the key marketing strategy decisions in international market entry?
How to implement international account management?
What are the professional B2B sales skills and techniques needed in an international business environment?

Prerequisites (course unit)

2nd year courses or equivalent knowledge.

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

The student has achieved the learning outcomes of the course sufficiently. They understand the principles of international marketing and sales. The student recognizes, is able to determine, and use the concepts and models.

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

The student has achieved the learning outcomes of the course well, although the skills and competences are somewhat in need of further development. They are able to determine and apply the concepts of the subject matter well and to apply them in simple tasks.

Assessment criteria, excellent (5) (course unit)

The student has achieved the learning outcomes of the course excellently. They have mastered the concepts of the subject matter in an excellent manner. The student is able to conduct fluent and reasoned analysis and has good capabilities to apply what they have learnt.

Location and time

Location: Kauppi Campus, Tampere University of Applied Sciences:
23.09.2024 14.00 - 16.00 C4-04b
07.10.2024 14.00 - 16.00 C4-04b
21.10.2024 14.00 - 16.00 B5-26
04.11.2024 14.00 - 16.00 B5-26
11.11.2024 14.00 - 16.00 B5-26
25.11.2024 14.00 - 17.00 B5-26

Schedule: during the first and second periods

Exam schedules

Moodle exam

Assessment methods and criteria

Individual Moodle Exam

Assessment scale

0-5

Teaching methods

Lectures, exercises and discussions (teachers and guests)
Individual search of information
Teamwork, team-based learning

Learning materials

Lecture materials and literature will be later available in Moodle.

Student workload

5 credits (5x27 hours of work)

Completion alternatives

Recognition of learning based on competence:
Students of Tampere University of Applied Sciences (TAMK) may propose recognition of learning based on their prior competence by using HyväHot Application in Pakki. Send the HyväHot application at least two weeks prior to the first lesson and choose the course's responsible teacher as the one handling the application. In the reply, the responsible teacher will inform a way to show your competence together with other additional information.

Recognition of learning based on studies/courses:
Students of Tampere University of Applied Sciences (TAMK) may propose to replace the course with a suitable course they have completed elsewhere before by using HyväHot Application in Pakki. Send the HyväHot application at least two weeks prior to the first lesson and choose the course's responsible teacher as the one handling the application.

Practical training and working life cooperation

Cases and assignments.

International connections

International cases and assignments.

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Objectives (course unit)

The course deepens the students’ know-how in e.g. the area of supervisor-related indicators and systems.

After completing the course the students:
- understand and are able to interpret research data related to supervisory work
- understand the importance of measurement in leadership
- are able to interpret and understand the benefits and significance of the new systems
- are able to take advantage of the latest management tools in their own work communities.

Content (course unit)

How to find topical research data on leadership and how to apply it in one’s own work?
What are the current indicators for supervisory work?
How do information systems help management?
How do leadership systems help management: Lean, standards, etc.?
How do the artificial intelligence, robotics, trends, and social media affect leadership?

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

The student knows the importance of measurement in supervisory work, different leadership tools and is able to name the most commonly used management systems.

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

The student is familiar with the most common leadership indicators and is able to compare their suitability in different situations. They can choose management tools and systems that are suitable for their work environment from the options provided.

Assessment criteria, excellent (5) (course unit)

The student is able to find extensively research data on leadership and measurement and to apply the information they find in practice. The student knows widely modern systems of leadership and is able to use the latest tools in their own work community.

Assessment scale

0-5

Objectives (course unit)

The course deepens the students’ know-how in e.g. the area of supervisor-related indicators and systems.

After completing the course the students:
- understand and are able to interpret research data related to supervisory work
- understand the importance of measurement in leadership
- are able to interpret and understand the benefits and significance of the new systems
- are able to take advantage of the latest management tools in their own work communities.

Content (course unit)

How to find topical research data on leadership and how to apply it in one’s own work?
What are the current indicators for supervisory work?
How do information systems help management?
How do leadership systems help management: Lean, standards, etc.?
How do the artificial intelligence, robotics, trends, and social media affect leadership?

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

The student knows the importance of measurement in supervisory work, different leadership tools and is able to name the most commonly used management systems.

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

The student is familiar with the most common leadership indicators and is able to compare their suitability in different situations. They can choose management tools and systems that are suitable for their work environment from the options provided.

Assessment criteria, excellent (5) (course unit)

The student is able to find extensively research data on leadership and measurement and to apply the information they find in practice. The student knows widely modern systems of leadership and is able to use the latest tools in their own work community.

Assessment scale

0-5

Objectives (course unit)

The course deepens the students’ know-how in e.g. the area of supervisor-related indicators and systems.

After completing the course the students:
- understand and are able to interpret research data related to supervisory work
- understand the importance of measurement in leadership
- are able to interpret and understand the benefits and significance of the new systems
- are able to take advantage of the latest management tools in their own work communities.

Content (course unit)

How to find topical research data on leadership and how to apply it in one’s own work?
What are the current indicators for supervisory work?
How do information systems help management?
How do leadership systems help management: Lean, standards, etc.?
How do the artificial intelligence, robotics, trends, and social media affect leadership?

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

The student knows the importance of measurement in supervisory work, different leadership tools and is able to name the most commonly used management systems.

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

The student is familiar with the most common leadership indicators and is able to compare their suitability in different situations. They can choose management tools and systems that are suitable for their work environment from the options provided.

Assessment criteria, excellent (5) (course unit)

The student is able to find extensively research data on leadership and measurement and to apply the information they find in practice. The student knows widely modern systems of leadership and is able to use the latest tools in their own work community.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop basic skills in the application of public law.

Student
- identify and present the main features of the regulation of public power, international relations, fundamental and human rights, local self-government and action
- apply public law standards in practice and justify their decisions
- taking account of ethics, responsibility and professional cooperation in their work

Content (course unit)

Legal order, constitution.
International relations.
Fundamental and human rights.
Functions and competences of supreme governmental bodies.
Administrative law. Municipal autonomy, municipal law.

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

Students will identify the main principles and general doctrines of public law and apply what they have learned in practical situations. Students will identify problems in public law, obtain information from different legal sources and solve public law problems. The student will describe the importance of taking ethics and responsibility into account in his/her work. They will participate in group work and reporting.

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

Students will identify and understand the key principles and general doctrines of public law and be able to critically evaluate them. The student will be able to structure a public law case into relevant sub-issues, argues for their resolution in the light of the main rules of public law and presents a reasoned solution. Students will act ethically and responsibly in their work. The student is an active member of a team and reports well on his/her work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of public law. Students will identify problems in public law, acquire and analyse information from different sources and solve legal problems analytically, critically and comprehensively. Students will promote ethics and responsibility at both individual and group level. Students will be highly motivated and committed to taking responsibility for their own and group performance and reporting.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop basic skills in the application of public law.

Student
- identify and present the main features of the regulation of public power, international relations, fundamental and human rights, local self-government and action
- apply public law standards in practice and justify their decisions
- taking account of ethics, responsibility and professional cooperation in their work

Content (course unit)

Legal order, constitution.
International relations.
Fundamental and human rights.
Functions and competences of supreme governmental bodies.
Administrative law. Municipal autonomy, municipal law.

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

Students will identify the main principles and general doctrines of public law and apply what they have learned in practical situations. Students will identify problems in public law, obtain information from different legal sources and solve public law problems. The student will describe the importance of taking ethics and responsibility into account in his/her work. They will participate in group work and reporting.

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

Students will identify and understand the key principles and general doctrines of public law and be able to critically evaluate them. The student will be able to structure a public law case into relevant sub-issues, argues for their resolution in the light of the main rules of public law and presents a reasoned solution. Students will act ethically and responsibly in their work. The student is an active member of a team and reports well on his/her work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of public law. Students will identify problems in public law, acquire and analyse information from different sources and solve legal problems analytically, critically and comprehensively. Students will promote ethics and responsibility at both individual and group level. Students will be highly motivated and committed to taking responsibility for their own and group performance and reporting.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to plan the following aspects of the internationalisation of the online store:

Student
- is able to define appropriate target groups for the online store;
- is able to identify differences in the definition of target groups in the consumer and business activities.
- is able to choose online payment systems in a customer-oriented manner, taking into account the provisions of the tax code of different countries, the accounting regulations for financial transaction costs and the compatibility of payment systems with ERP systems.
- understands the importance of language versions in the internationalisation of e-commerce and is able to choose the right language versions according to the growth strategy and market of the online store
- understands the basics of e-commerce logistics in the internationalisation of e-commerce and knows how to build appropriate distribution networks
- understands the differences in sales of physical products and services in the online business in an international operating environment and understands the importance of the service network in internationalisation;
- understands the importance of platform options in internationalisation and is able to assess the impact of different options on the growth of the online business from both an operational and an economic point of view.
- recognizes the cost impacts of logistics on the company's profitability and is able to compare different options from the customer's point of view and knows different options in payment systems.
- identify opportunities for building download and upgrade services.
- knows different distribution channel options. and also various other service offerings in the online store.

Content (course unit)

How do language versions affect internationalisation?
How are platform solutions, logistics solutions and payment systems selected in an international e-commerce store?
How does internationalisation take into account physical product and intangible service?

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

The students know the basic concepts related to the internationalisation of e-commerce.

He is able to apply what he has learned to practice at a basic level. There are shortcomings in the student's ability to justify the decisions they have made.

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

The students know the basic concepts and key procedures related to the internationalisation of e-commerce. They know how to design an international online store. The student is able to solve practical problems related to the topic and justify his/her decision.

Assessment criteria, excellent (5) (course unit)

The students are able to know the basic concepts and key procedures related to the internationalisation of e-commerce. The student is able to design and implement an international online business as a whole. He is able to solve and analyse practical problems related to the topic. The student is able to justify his/her decision comprehensively. If necessary, they can also search for information and plan solutions for challenging situations.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The student understand the special characteristics of the international sales work and working in an international company.

Content (course unit)

Strategies for internationalization
Cultural differencies and the sales work

Prerequisites (course unit)

1. and 2.. year studies or similar skills and knowledge.

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

Satisfactory

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

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

Trade and entrepreneurship studies are a study module organized by The K-Retailers’ Association. These e-learning studies cover retail sector and retailer entrepreneurship in Finland. The course Retail Trade Environment and Competitive Tools is one of three courses in this module, dealing with retail in-dustry, customers, distribution channels and competitive tools in retail sector.

The students
- can form a general view on retail trade and its importance in Finland
- can describe the different fields of business in retail trade and the target groups’ behavior and spending
- know the role and duties of supply chain in retail trade
- understand competition tools of retail trade
- can define the role of a retail entrepreneur in a chain store business.

Content (course unit)

What are the basic concepts of retail trade in Finland?
What special characteristic des the customers of retail sector have?
What is the role of a store as part of supply chain?
What is K-retailer entrepreneurship?
What are the competitive tools of a store?

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

The student is able to prove they have the command of the most essential basic concepts of
retail trade.

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

The student is able to prove they have the command of basic concepts of retail trade and they
recognize the basic principles of retail trade.

Assessment criteria, excellent (5) (course unit)

The student is able to prove they have the command of basic concepts of retail trade and understand the basic principles of retail trade.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student
- is familiar with basic accounting concepts and different types of transactions
- is able to post transactions to the general ledger
- understands the principles of VALUE ADDED TAX and is able to process VAT in accounting
- is able to use accounting software to carry out accounting
- is able to draw up the financial statements of a small company in accordance with the legislation in force in Finland.
- is part of the ordinary a accruals (inventories and depreciation of non-current assets)

Content (course unit)

Key concepts of accounting 

Ledger postings for different transaction types
Principles of VALUE ADDED TAX and accounting for VAT 

Accounting with Fennoa accounting software 

Financial statements and preparation of financial statements
Key financial statement reports

Business performance

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

Students will identify the key concepts of accounting and be able to handle basic accounting entries.
The student will be able to make accounting entries similar to those previously learnt. The student will be able to use the Fennoa accounting software in situations similar to those previously studied.

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

The student knows the main concepts of accounting and the main rules of VAT. You will be able to handle basic accounting entries.
You will be able to prepare financial statements according to the instructions. They can use the Fennoa accounting software in the situations described in the instructions.

Assessment criteria, excellent (5) (course unit)

The student knows the main concepts of accounting and the main rules of VAT. The student will be able to handle basic accounting entries and understand the overall accounting system. They can apply what they have learned in practice when preparing financial statements. They will be able to use the Fennoa accounting software.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student
- is familiar with basic accounting concepts and different types of transactions
- is able to post transactions to the general ledger
- understands the principles of VALUE ADDED TAX and is able to process VAT in accounting
- is able to use accounting software to carry out accounting
- is able to draw up the financial statements of a small company in accordance with the legislation in force in Finland.
- is part of the ordinary a accruals (inventories and depreciation of non-current assets)

Content (course unit)

Key concepts of accounting 

Ledger postings for different transaction types
Principles of VALUE ADDED TAX and accounting for VAT 

Accounting with Fennoa accounting software 

Financial statements and preparation of financial statements
Key financial statement reports

Business performance

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

Students will identify the key concepts of accounting and be able to handle basic accounting entries.
The student will be able to make accounting entries similar to those previously learnt. The student will be able to use the Fennoa accounting software in situations similar to those previously studied.

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

The student knows the main concepts of accounting and the main rules of VAT. You will be able to handle basic accounting entries.
You will be able to prepare financial statements according to the instructions. They can use the Fennoa accounting software in the situations described in the instructions.

Assessment criteria, excellent (5) (course unit)

The student knows the main concepts of accounting and the main rules of VAT. The student will be able to handle basic accounting entries and understand the overall accounting system. They can apply what they have learned in practice when preparing financial statements. They will be able to use the Fennoa accounting software.

Assessment scale

0-5

Objectives (course unit)

The student knows the different sections of supply chain. He/she knows the basics of lean and enterprise resource planning systems.

Content (course unit)

Supply chain
Lean
Enterprise resource planning systems

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

Satisfactory

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

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

The course deepens the students’ skills in financial accounting and familiarizes them with IFRS and consolidated financial statements.

After completing the course the students
- know the content of the Finnish accounting act and decree and can apply the sound accounting procedure
- are able to formulate and report separate and consolidate financial statements according to the Finnish accounting act
- know the key principles of IFRS
- have mastered the key principles of the Finnish Limited Liability Companies Act concerning limited companies.

Content (course unit)

What does sound accounting procedure mean?
How are the Finnish accounting act and decree interpreted in practice?
How are consolidated financial statements formulated?
How are financial statements reported to interest groups?
How is IFRS different from FAS?
What does the law require from limited companies?

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

The student knows the most important concepts of Finnish accounting act and decree and can apply the sound accounting procedure. They can somewhat use this knowledge in bookkeeping and closing the books. The student knows the principles of consolidated financial statements and IFRS but is not able to apply this knowledge in practical situations.

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

The student knows the Finnish accounting act and decree and can apply the sound accounting procedure. They can put this knowledge into practice in bookkeeping and closing the books. The student knows the principles of consolidated financial statements and IFRS and is also able to somewhat apply this knowledge in different situations.

Assessment criteria, excellent (5) (course unit)

The student has mastered the Finnish accounting act and decree and can apply the sound accounting procedure. They are able to put this knowledge into practice in bookkeeping and closing the books. The students knows the principles of consolidated financial statements and IFRS and is also able to combine information from different sources into a complete entity.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student can make a business plan.
He/she can make profit and cash budget with use of spreadsheet.

Content (course unit)

Making a business plan
Budgeting

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

Satisfactory

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

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

During the course the students extent their know-how of the digital skills needed in the working life.

Course Learning Outcomes:
After completing the course the students
- are able design a spreadsheet from the written description using more advanced functions.
- are able to save a workbook as a template
- are able to use the reporting tool
- know the benefits and opportunities of erp-system
- are able to perform purchase and sales processes in erp-system
- know how processes integrate to financial administration
- are able to understand the basic of coding from business administration point of view
- are able to use artificial intelligence opportunities in the modern business processes.

Content (course unit)

SPREADSHEET
How to create formulas in Excel using the functions in diverse ways?
How to visualize and process the information in the Excel table?
How to protect an Excel spreadsheet?
How to create, edit, and process a Pivot table?
How to design an Excel spreadsheet from a written description?
How to import and export data between Excel and other applications?
What is Power BI and how to utilize it?

ERP-SYSTEMS
What are basic the functions and features of SAP HANA?
How to perform purchase and sales processes in erp-system and how do they integrate to financial administration?

MODERN BUSINESS DIGITAL TOOLS
What are the basic principles of coding and which software languages are used in modern business environment?
How can robotics to be used in modern business?
What opportunities does artificial intelligence bring to the modern business environment?

Assessment criteria, pass/fail (course unit)

Passed:
The studen has completed Power BI exercise. They can identify and follow important procedures of spreadsheets.
The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student can explain the basics of coding and knows the most used software language. They know the different solutions of robotics and artificial intelligence.
Failed:
The student has not been able to submit assignments approved.

Assessment methods and criteria

Assignments and potential exam passed.

Assessment scale

Pass/Fail

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

Passed:
The student can identify and follow important procedures of spreadsheets. The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student knows the basics of coding. They know the different solutions of robotics and artificial intelligence.

Failed:
The student has not been able to pass mandatory assignments.

Objectives (course unit)

During the course the students extent their know-how of the digital skills needed in the working life.

Course Learning Outcomes:
After completing the course the students
- are able design a spreadsheet from the written description using more advanced functions.
- are able to save a workbook as a template
- are able to use the reporting tool
- know the benefits and opportunities of erp-system
- are able to perform purchase and sales processes in erp-system
- know how processes integrate to financial administration
- are able to understand the basic of coding from business administration point of view
- are able to use artificial intelligence opportunities in the modern business processes.

Content (course unit)

SPREADSHEET
How to create formulas in Excel using the functions in diverse ways?
How to visualize and process the information in the Excel table?
How to protect an Excel spreadsheet?
How to create, edit, and process a Pivot table?
How to design an Excel spreadsheet from a written description?
How to import and export data between Excel and other applications?
What is Power BI and how to utilize it?

ERP-SYSTEMS
What are basic the functions and features of SAP HANA?
How to perform purchase and sales processes in erp-system and how do they integrate to financial administration?

MODERN BUSINESS DIGITAL TOOLS
What are the basic principles of coding and which software languages are used in modern business environment?
How can robotics to be used in modern business?
What opportunities does artificial intelligence bring to the modern business environment?

Assessment criteria, pass/fail (course unit)

Passed:
The studen has completed Power BI exercise. They can identify and follow important procedures of spreadsheets.
The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student can explain the basics of coding and knows the most used software language. They know the different solutions of robotics and artificial intelligence.
Failed:
The student has not been able to submit assignments approved.

Assessment methods and criteria

Assignments and potential exam passed.

Assessment scale

Pass/Fail

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

Passed:
The student can identify and follow important procedures of spreadsheets. The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student knows the basics of coding. They know the different solutions of robotics and artificial intelligence.

Failed:
The student has not been able to pass mandatory assignments.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

During the course the students extent their know-how of the digital skills needed in the working life.

Course Learning Outcomes:
After completing the course the students
- are able design a spreadsheet from the written description using more advanced functions.
- are able to save a workbook as a template
- are able to use the reporting tool
- know the benefits and opportunities of erp-system
- are able to perform purchase and sales processes in erp-system
- know how processes integrate to financial administration
- are able to understand the basic of coding from business administration point of view
- are able to use artificial intelligence opportunities in the modern business processes.

Content (course unit)

SPREADSHEET
How to create formulas in Excel using the functions in diverse ways?
How to visualize and process the information in the Excel table?
How to protect an Excel spreadsheet?
How to create, edit, and process a Pivot table?
How to design an Excel spreadsheet from a written description?
How to import and export data between Excel and other applications?
What is Power BI and how to utilize it?

ERP-SYSTEMS
What are basic the functions and features of SAP HANA?
How to perform purchase and sales processes in erp-system and how do they integrate to financial administration?

MODERN BUSINESS DIGITAL TOOLS
What are the basic principles of coding and which software languages are used in modern business environment?
How can robotics to be used in modern business?
What opportunities does artificial intelligence bring to the modern business environment?

Assessment criteria, pass/fail (course unit)

Passed:
The studen has completed Power BI exercise. They can identify and follow important procedures of spreadsheets.
The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student can explain the basics of coding and knows the most used software language. They know the different solutions of robotics and artificial intelligence.
Failed:
The student has not been able to submit assignments approved.

Assessment methods and criteria

Assignments and potential exam passed.

Assessment scale

Pass/Fail

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

Passed:
The student can identify and follow important procedures of spreadsheets. The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student knows the basics of coding. They know the different solutions of robotics and artificial intelligence.

Failed:
The student has not been able to pass mandatory assignments.

Objectives (course unit)

During the course the students extent their know-how of the digital skills needed in the working life.

Course Learning Outcomes:
After completing the course the students
- are able design a spreadsheet from the written description using more advanced functions.
- are able to save a workbook as a template
- are able to use the reporting tool
- know the benefits and opportunities of erp-system
- are able to perform purchase and sales processes in erp-system
- know how processes integrate to financial administration
- are able to understand the basic of coding from business administration point of view
- are able to use artificial intelligence opportunities in the modern business processes.

Content (course unit)

SPREADSHEET
How to create formulas in Excel using the functions in diverse ways?
How to visualize and process the information in the Excel table?
How to protect an Excel spreadsheet?
How to create, edit, and process a Pivot table?
How to design an Excel spreadsheet from a written description?
How to import and export data between Excel and other applications?
What is Power BI and how to utilize it?

ERP-SYSTEMS
What are basic the functions and features of SAP HANA?
How to perform purchase and sales processes in erp-system and how do they integrate to financial administration?

MODERN BUSINESS DIGITAL TOOLS
What are the basic principles of coding and which software languages are used in modern business environment?
How can robotics to be used in modern business?
What opportunities does artificial intelligence bring to the modern business environment?

Assessment criteria, pass/fail (course unit)

Passed:
The studen has completed Power BI exercise. They can identify and follow important procedures of spreadsheets.
The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student can explain the basics of coding and knows the most used software language. They know the different solutions of robotics and artificial intelligence.
Failed:
The student has not been able to submit assignments approved.

Assessment scale

0-5

Objectives (course unit)

During the course the students extent their know-how of the digital skills needed in the working life.

Course Learning Outcomes:
After completing the course the students
- are able design a spreadsheet from the written description using more advanced functions.
- are able to save a workbook as a template
- are able to use the reporting tool
- know the benefits and opportunities of erp-system
- are able to perform purchase and sales processes in erp-system
- know how processes integrate to financial administration
- are able to understand the basic of coding from business administration point of view
- are able to use artificial intelligence opportunities in the modern business processes.

Content (course unit)

SPREADSHEET
How to create formulas in Excel using the functions in diverse ways?
How to visualize and process the information in the Excel table?
How to protect an Excel spreadsheet?
How to create, edit, and process a Pivot table?
How to design an Excel spreadsheet from a written description?
How to import and export data between Excel and other applications?
What is Power BI and how to utilize it?

ERP-SYSTEMS
What are basic the functions and features of SAP HANA?
How to perform purchase and sales processes in erp-system and how do they integrate to financial administration?

MODERN BUSINESS DIGITAL TOOLS
What are the basic principles of coding and which software languages are used in modern business environment?
How can robotics to be used in modern business?
What opportunities does artificial intelligence bring to the modern business environment?

Assessment criteria, pass/fail (course unit)

Passed:
The studen has completed Power BI exercise. They can identify and follow important procedures of spreadsheets.
The student is able to perform purchase and sale processes in the system and use the basic functions of the software independently.
The student can explain the basics of coding and knows the most used software language. They know the different solutions of robotics and artificial intelligence.
Failed:
The student has not been able to submit assignments approved.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to learn how to plan and implement a business.

After completing the course, the student will
- can make a business plan and start implementing it.
- understand the importance of project team leadership and project management.
- can plan and implement a project.

Content (course unit)

What is a business plan and how is it prepared?
What are the key aspects of project management?
How to plan and implement a project?

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

The student will identify the purpose, principle, and content of a business plan. They understand the importance of project management. The student will participate in the work and reporting in the learning environment chosen for the implementation.

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

The student will articulate the purpose, principle, and content of a business plan. They understand the importance of project management. The student will actively participate in the work and reporting in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyze different approaches to business planning and project management and recommend appropriate working methods and methodologies. They will be able to anticipate risks and support others when necessary. The student will take committed responsibility for the progress, quality, and reporting of work in the learning environment chosen for the implementation.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to learn how to plan and implement a business.

After completing the course, the student will
- can make a business plan and start implementing it.
- understand the importance of project team leadership and project management.
- can plan and implement a project.

Content (course unit)

What is a business plan and how is it prepared?
What are the key aspects of project management?
How to plan and implement a project?

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

The student will identify the purpose, principle, and content of a business plan. They understand the importance of project management. The student will participate in the work and reporting in the learning environment chosen for the implementation.

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

The student will articulate the purpose, principle, and content of a business plan. They understand the importance of project management. The student will actively participate in the work and reporting in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyze different approaches to business planning and project management and recommend appropriate working methods and methodologies. They will be able to anticipate risks and support others when necessary. The student will take committed responsibility for the progress, quality, and reporting of work in the learning environment chosen for the implementation.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to learn how to plan and implement a business.

After completing the course, the student will
- can make a business plan and start implementing it.
- understand the importance of project team leadership and project management.
- can plan and implement a project.

Content (course unit)

What is a business plan and how is it prepared?
What are the key aspects of project management?
How to plan and implement a project?

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

The student will identify the purpose, principle, and content of a business plan. They understand the importance of project management. The student will participate in the work and reporting in the learning environment chosen for the implementation.

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

The student will articulate the purpose, principle, and content of a business plan. They understand the importance of project management. The student will actively participate in the work and reporting in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyze different approaches to business planning and project management and recommend appropriate working methods and methodologies. They will be able to anticipate risks and support others when necessary. The student will take committed responsibility for the progress, quality, and reporting of work in the learning environment chosen for the implementation.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to learn how to plan and implement a business.

After completing the course, the student will
- can make a business plan and start implementing it.
- understand the importance of project team leadership and project management.
- can plan and implement a project.

Content (course unit)

What is a business plan and how is it prepared?
What are the key aspects of project management?
How to plan and implement a project?

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

The student will identify the purpose, principle, and content of a business plan. They understand the importance of project management. The student will participate in the work and reporting in the learning environment chosen for the implementation.

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

The student will articulate the purpose, principle, and content of a business plan. They understand the importance of project management. The student will actively participate in the work and reporting in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyze different approaches to business planning and project management and recommend appropriate working methods and methodologies. They will be able to anticipate risks and support others when necessary. The student will take committed responsibility for the progress, quality, and reporting of work in the learning environment chosen for the implementation.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to learn how to plan and implement a business.

After completing the course, the student will
- can make a business plan and start implementing it.
- understand the importance of project team leadership and project management.
- can plan and implement a project.

Content (course unit)

What is a business plan and how is it prepared?
What are the key aspects of project management?
How to plan and implement a project?

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

The student will identify the purpose, principle, and content of a business plan. They understand the importance of project management. The student will participate in the work and reporting in the learning environment chosen for the implementation.

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

The student will articulate the purpose, principle, and content of a business plan. They understand the importance of project management. The student will actively participate in the work and reporting in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyze different approaches to business planning and project management and recommend appropriate working methods and methodologies. They will be able to anticipate risks and support others when necessary. The student will take committed responsibility for the progress, quality, and reporting of work in the learning environment chosen for the implementation.

Location and time

Starting 26.8.2024 according to the table that is available on Teams.

Exam schedules

Deadlines are mentioned on Teams. The retakes will be agreed on a case-by-case basis.

Assessment methods and criteria

A team project 50 %
Personal portfolio 50 %

The assessment criteria is mentioned with the assessments.

Assessment scale

0-5

Teaching methods

At Proakatemia, we learn by working together. It involves reading and learning from a wide range of material, combining knowledge with your own thinking and experience, and sharing it in written or oral form in a variety of interactions.
Learning methods include dialogue, presentations, lectures, exercises, assignments, project work, reflection, independent, team and/or guided.

Learning materials

Announced on Teams.

Student workload

1 credit = 27 hours of student's learning work

Content scheduling

vk 34 orientation
vk 35 organization
vk 36 company visits
vk 37 project plan
vk 38 project work
vk 39 project work
vk 40 raporting
vk 41 reflection

Completion alternatives

Passing the course requires learning with a team. Exceptions for timing etc. must be discussed in advance with the coaches and/or the team.

Practical training and working life cooperation

This course includes a customer project.

International connections

The course is integrated with the English speaking co-programme.

Further information

Courses
Business Environment
Business Planning
Orientation to Team learning
are integrated. It is not possibly to study them separately.

Objectives (course unit)

The aim of the course is to learn how to plan and implement a business.

After completing the course, the student will
- can make a business plan and start implementing it.
- understand the importance of project team leadership and project management.
- can plan and implement a project.

Content (course unit)

What is a business plan and how is it prepared?
What are the key aspects of project management?
How to plan and implement a project?

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

The student will identify the purpose, principle, and content of a business plan. They understand the importance of project management. The student will participate in the work and reporting in the learning environment chosen for the implementation.

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

The student will articulate the purpose, principle, and content of a business plan. They understand the importance of project management. The student will actively participate in the work and reporting in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyze different approaches to business planning and project management and recommend appropriate working methods and methodologies. They will be able to anticipate risks and support others when necessary. The student will take committed responsibility for the progress, quality, and reporting of work in the learning environment chosen for the implementation.

Location and time

Starting 26.8.2024 according to the table that is available on Teams.

Exam schedules

Deadlines are mentioned on Teams. The retakes will be agreed on a case-by-case basis.

Assessment methods and criteria

A team project 50 %
Personal portfolio 50 %

The assessment criteria is mentioned with the assessments.

Assessment scale

0-5

Teaching methods

At Proakatemia, we learn by working together. It involves reading and learning from a wide range of material, combining knowledge with your own thinking and experience, and sharing it in written or oral form in a variety of interactions.
Learning methods include dialogue, presentations, lectures, exercises, assignments, project work, reflection, independent, team and/or guided.

Learning materials

Informed on Teams.

Student workload

1 credit = 27 hours of student's learning work.

Content scheduling

vk 34 orientation
vk 35 organization
vk 36 company visits
vk 37 project plan
vk 38 project work
vk 39 project work
vk 40 raporting
vk 41 reflection

Completion alternatives

Passing the course requires learning with a team. Exceptions for timing etc. must be discussed in advance with the coaches and/or the team.

Practical training and working life cooperation

This course includes a customer project.

International connections

The English and Finnish co-degree programmes' course implementations are integrated.

Further information

Courses
-Business Environment
-Business Planning
-Orientation to Team learning
are integrated. It is not possibly to study them separately.

Objectives (course unit)

This course deepens the students' knowledge of management accounting methods, estimates and calculations typically used in practice in financial planning and control.

After completing the course the students
- are able to draw up different calculations for financial planning and target setting (e.g. budgets)
- understand the characteristics of a good financial report
- can formulate detailed reports and calculations using Microsoft Excel.
- understand the principals of performance measurement and are able to draw up appropriate performance indicators for company management.

Content (course unit)

How can companies implement financial planning in the long term?
What is the impact of budgeting and estimates in company management?
What is the role of performance indicators in company management?
What kinds of financial reports are used in representing the financial situation of a company?

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

The student knows the most important concepts and calculations of financial planning and control. They are able to formulate some calculations or reports based on instructions and can draw the most obvious conclusions based on the reports or calculations.

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

The student knows the main concepts and calculations of financial planning and control. They can solve practical problems based on this knowledge. The student can draw some reasonable conclusions based on the reports or calculations and is also able to somewhat combine information from different sources into a complete entity.

Assessment criteria, excellent (5) (course unit)

The student has mastered the main concepts and calculations of financial planning and control. They are able to apply this knowledge also in different situations, looking also for new solutions or operations models. The student is able to do reasonable conclusions based on the reports or calculations and also to combine information from different sources into a complete entity.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student
- understand the operating principles of the national economy;
- is familiar with the key methods and calculations of the company's financial planning
- is able to assess the company's financial situation in the light of different indicators;
- understands the importance and control of working capital;
- is able to use Excel for financial control.

Content (course unit)

Basic concepts and laws of the national economy
Key concepts of economic policy

Business planning calculations
Budgeting (profit and loss budget, cash flow budget, balance sheet budget) and forecasting
Key figures for the company's profitability, liquidity and solvency
Working capital and influencing it
Above Excel applications for calculations

Assessment scale

0-5

Objectives (course unit)

This course will give the student an insight into the phenomena and laws that influence the business environment.

After completing the course, the student will
- know the basics of business planning and starting a business.
- identify the main theories and concepts of economics.
- be familiar with business forms and the principles of profitable business planning.

Content (course unit)

What elements make up the business environment and how are economic phenomena reflected in companies' activities?
How do different types of businesses differ?
What is contract law?
What does accounting involve?

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

The student will identify the principles that guide the economy. They understand the basic conditions of entrepreneurship. The student will participate in practical work based on theory in the learning environment chosen for the implementation.

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

The student will analyze the elements of the national economy and choose activities related to starting a business, taking into account legal aspects. Understand the role of the economy in business. The student will actively participate in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyse the requirements of the business environment when setting up a company and recommend appropriate working methods and procedures. They will be able to assess the conditions for starting a business and support others if necessary. The student will take committed responsibility for working in the learning environment chosen for implementation.

Assessment scale

0-5

Objectives (course unit)

This course will give the student an insight into the phenomena and laws that influence the business environment.

After completing the course, the student will
- know the basics of business planning and starting a business.
- identify the main theories and concepts of economics.
- be familiar with business forms and the principles of profitable business planning.

Content (course unit)

What elements make up the business environment and how are economic phenomena reflected in companies' activities?
How do different types of businesses differ?
What is contract law?
What does accounting involve?

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

The student will identify the principles that guide the economy. They understand the basic conditions of entrepreneurship. The student will participate in practical work based on theory in the learning environment chosen for the implementation.

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

The student will analyze the elements of the national economy and choose activities related to starting a business, taking into account legal aspects. Understand the role of the economy in business. The student will actively participate in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyse the requirements of the business environment when setting up a company and recommend appropriate working methods and procedures. They will be able to assess the conditions for starting a business and support others if necessary. The student will take committed responsibility for working in the learning environment chosen for implementation.

Assessment scale

0-5

Objectives (course unit)

This course will give the student an insight into the phenomena and laws that influence the business environment.

After completing the course, the student will
- know the basics of business planning and starting a business.
- identify the main theories and concepts of economics.
- be familiar with business forms and the principles of profitable business planning.

Content (course unit)

What elements make up the business environment and how are economic phenomena reflected in companies' activities?
How do different types of businesses differ?
What is contract law?
What does accounting involve?

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

The student will identify the principles that guide the economy. They understand the basic conditions of entrepreneurship. The student will participate in practical work based on theory in the learning environment chosen for the implementation.

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

The student will analyze the elements of the national economy and choose activities related to starting a business, taking into account legal aspects. Understand the role of the economy in business. The student will actively participate in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyse the requirements of the business environment when setting up a company and recommend appropriate working methods and procedures. They will be able to assess the conditions for starting a business and support others if necessary. The student will take committed responsibility for working in the learning environment chosen for implementation.

Assessment scale

0-5

Objectives (course unit)

This course will give the student an insight into the phenomena and laws that influence the business environment.

After completing the course, the student will
- know the basics of business planning and starting a business.
- identify the main theories and concepts of economics.
- be familiar with business forms and the principles of profitable business planning.

Content (course unit)

What elements make up the business environment and how are economic phenomena reflected in companies' activities?
How do different types of businesses differ?
What is contract law?
What does accounting involve?

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

The student will identify the principles that guide the economy. They understand the basic conditions of entrepreneurship. The student will participate in practical work based on theory in the learning environment chosen for the implementation.

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

The student will analyze the elements of the national economy and choose activities related to starting a business, taking into account legal aspects. Understand the role of the economy in business. The student will actively participate in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyse the requirements of the business environment when setting up a company and recommend appropriate working methods and procedures. They will be able to assess the conditions for starting a business and support others if necessary. The student will take committed responsibility for working in the learning environment chosen for implementation.

Assessment scale

0-5

Objectives (course unit)

This course will give the student an insight into the phenomena and laws that influence the business environment.

After completing the course, the student will
- know the basics of business planning and starting a business.
- identify the main theories and concepts of economics.
- be familiar with business forms and the principles of profitable business planning.

Content (course unit)

What elements make up the business environment and how are economic phenomena reflected in companies' activities?
How do different types of businesses differ?
What is contract law?
What does accounting involve?

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

The student will identify the principles that guide the economy. They understand the basic conditions of entrepreneurship. The student will participate in practical work based on theory in the learning environment chosen for the implementation.

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

The student will analyze the elements of the national economy and choose activities related to starting a business, taking into account legal aspects. Understand the role of the economy in business. The student will actively participate in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyse the requirements of the business environment when setting up a company and recommend appropriate working methods and procedures. They will be able to assess the conditions for starting a business and support others if necessary. The student will take committed responsibility for working in the learning environment chosen for implementation.

Location and time

Starting 26.8.2024 according to the table that is available on Teams.

Exam schedules

Deadlines are mentioned on Teams. The retakes will be agreed on a case-by-case basis.

Assessment methods and criteria

A team project 50 %
Personal portfolio 50 %

The assessment criteria is mentioned with the assessments.

Assessment scale

0-5

Teaching methods

At Proakatemia, we learn by working together. It involves reading and learning from a wide range of material, combining knowledge with your own thinking and experience, and sharing it in written or oral form in a variety of interactions.
Learning methods include dialogue, presentations, lectures, exercises, assignments, project work, reflection, independent, team and/or guided.

Learning materials

Announced on Teams.

Student workload

1 credit = 27 hours of student's learning work

Content scheduling

vk 34 orientation
vk 35 organization
vk 36 company visits
vk 37 project plan
vk 38 project work
vk 39 project work
vk 40 raporting
vk 41 reflection

Completion alternatives

Passing the course requires learning with a team. Exceptions for timing etc. must be discussed in advance with the coaches and/or the team.

Practical training and working life cooperation

This course includes a customer project.

International connections

The course is integrated with the English speaking co-programme.

Further information

Courses
Business Environment
Business Planning
Orientation to Team learning
are integrated. It is not possibly to study them separately.

Objectives (course unit)

This course will give the student an insight into the phenomena and laws that influence the business environment.

After completing the course, the student will
- know the basics of business planning and starting a business.
- identify the main theories and concepts of economics.
- be familiar with business forms and the principles of profitable business planning.

Content (course unit)

What elements make up the business environment and how are economic phenomena reflected in companies' activities?
How do different types of businesses differ?
What is contract law?
What does accounting involve?

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

The student will identify the principles that guide the economy. They understand the basic conditions of entrepreneurship. The student will participate in practical work based on theory in the learning environment chosen for the implementation.

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

The student will analyze the elements of the national economy and choose activities related to starting a business, taking into account legal aspects. Understand the role of the economy in business. The student will actively participate in the learning environment chosen for the implementation.

Assessment criteria, excellent (5) (course unit)

The student will be able to analyse the requirements of the business environment when setting up a company and recommend appropriate working methods and procedures. They will be able to assess the conditions for starting a business and support others if necessary. The student will take committed responsibility for working in the learning environment chosen for implementation.

Location and time

Starting 26.8.2024 according to the table that is available on Teams.

Exam schedules

Deadlines are mentioned on Teams. The retakes will be agreed on a case-by-case basis.

Assessment methods and criteria

A team project 50 %
Personal portfolio 50 %

The assessment criteria is mentioned with the assessments.

Assessment scale

0-5

Teaching methods

At Proakatemia, we learn by working together. It involves reading and learning from a wide range of material, combining knowledge with your own thinking and experience, and sharing it in written or oral form in a variety of interactions.
Learning methods include dialogue, presentations, lectures, exercises, assignments, project work, reflection, independent, team and/or guided.

Learning materials

Informed on Teams.

Student workload

1 credit = 27 hours of student's learning work.

Content scheduling

vk 34 orientation
vk 35 organization
vk 36 company visits
vk 37 project plan
vk 38 project work
vk 39 project work
vk 40 raporting
vk 41 reflection

Completion alternatives

Passing the course requires learning with a team. Exceptions for timing etc. must be discussed in advance with the coaches and/or the team.

Practical training and working life cooperation

This course includes a customer project.

International connections

The English and Finnish co-degree programmes' course implementations are integrated.

Further information

Courses
-Business Environment
-Business Planning
-Orientation to Team learning
are integrated. It is not possibly to study them separately.

Objectives (course unit)

Student
- knows the basic concepts of marketing and communication
- communicate appropriately in different business situations.

Content (course unit)

Basics of marketing
Business communication
Presentation skills

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

Students will recognise the basic principles of marketing and communication. They will understand them in the context of the company's competitive environment. He/she will be able to cope with the most important professional writing and presentation situations. Participate in work in a learning environment.

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

The student will articulate the tools of marketing and communication in the context of the company's competitive tools. He/she will implement written and oral communication and choose the appropriate presentation style. The student will be an active member of a team in a learning environment.

Assessment criteria, excellent (5) (course unit)

Students will be able to analyse different ways of implementing marketing and communication. He/she will be able to plan and implement professional communication and marketing activities according to the target audience. Students are highly motivated, committed to taking responsibility for their own and their team's performance in the learning environment.

Assessment scale

0-5

Objectives (course unit)

Student
- knows the basic concepts of marketing and communication
- communicate appropriately in different business situations.

Content (course unit)

Basics of marketing
Business communication
Presentation skills

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

Students will recognise the basic principles of marketing and communication. They will understand them in the context of the company's competitive environment. He/she will be able to cope with the most important professional writing and presentation situations. Participate in work in a learning environment.

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

The student will articulate the tools of marketing and communication in the context of the company's competitive tools. He/she will implement written and oral communication and choose the appropriate presentation style. The student will be an active member of a team in a learning environment.

Assessment criteria, excellent (5) (course unit)

Students will be able to analyse different ways of implementing marketing and communication. He/she will be able to plan and implement professional communication and marketing activities according to the target audience. Students are highly motivated, committed to taking responsibility for their own and their team's performance in the learning environment.

Assessment scale

0-5

Objectives (course unit)

Student
- knows the basic concepts of marketing and communication
- communicate appropriately in different business situations.

Content (course unit)

Basics of marketing
Business communication
Presentation skills

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

Students will recognise the basic principles of marketing and communication. They will understand them in the context of the company's competitive environment. He/she will be able to cope with the most important professional writing and presentation situations. Participate in work in a learning environment.

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

The student will articulate the tools of marketing and communication in the context of the company's competitive tools. He/she will implement written and oral communication and choose the appropriate presentation style. The student will be an active member of a team in a learning environment.

Assessment criteria, excellent (5) (course unit)

Students will be able to analyse different ways of implementing marketing and communication. He/she will be able to plan and implement professional communication and marketing activities according to the target audience. Students are highly motivated, committed to taking responsibility for their own and their team's performance in the learning environment.

Assessment scale

0-5

Objectives (course unit)

Student
- knows the basic concepts of marketing and communication
- communicate appropriately in different business situations.

Content (course unit)

Basics of marketing
Business communication
Presentation skills

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

Students will recognise the basic principles of marketing and communication. They will understand them in the context of the company's competitive environment. He/she will be able to cope with the most important professional writing and presentation situations. Participate in work in a learning environment.

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

The student will articulate the tools of marketing and communication in the context of the company's competitive tools. He/she will implement written and oral communication and choose the appropriate presentation style. The student will be an active member of a team in a learning environment.

Assessment criteria, excellent (5) (course unit)

Students will be able to analyse different ways of implementing marketing and communication. He/she will be able to plan and implement professional communication and marketing activities according to the target audience. Students are highly motivated, committed to taking responsibility for their own and their team's performance in the learning environment.

Assessment scale

0-5

Objectives (course unit)

This course will familiarise you with the basics of marketing, purchasing behaviour productisation and apply them to the product and service development of the business.

Student
- knows the basics, areas and basic concepts of marketing,
- understands the importance of the topic as part of the business,
- uses marketing competition methods and know the backgrounds and manifestations of purchasing behaviour
- knows the basics and importance of customer-oriented productisation in the value creation of the company

Content (course unit)

What are the basic concepts of marketing?
What are the competitive means of marketing?
What is the importance of customer orientation and purchasing behaviour in the business?
What is productisation?

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

The student has partially identified marketing competition methods and aspects of productisation, as well as their practical connection.
There is a lack of dialogue between theory and practice. The basic concepts of the field are only partially held and the know-how is either purely practical or theory-oriented.

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

The student partially identifies marketing competition methods and aspects of productisation, but the connection to the online business could be closer. He mainly understands the importance of basic concepts of marketing and productisation. He knows how to combine theory and practice.

Assessment criteria, excellent (5) (course unit)

The student recognizes the forms of marketing and productisation and knows how to utilise them in online business. He has an excellent understanding of the importance of basic concepts of marketing and productisation. They are able to combine theory and practice smoothly in the product or service development process.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The student knows how to act as a sales manager.

Content (course unit)

Working as a sales manager

Prerequisites (course unit)

1. ja 2. year studies or similar skills and knowledge.

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

Satisfactory

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

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

During the course students learn about sales management and sales support systems.

After completing the course the students
- know how to apply HR management tools and methods to managing a sales organization
- know the expectations, requirements and responsibilities associated with sales management
- know how to identify and solve challenging management situations and coach a sales team
- can take into account the importance of holistic customer relationship management
- can manage customer relationships using appropriate tools and utilize CRM systems.

Content (course unit)

What is the Sales Manager's job and what are its special challenges?
What tools and systems are used to manage sales and customer relationships?

Prerequisites (course unit)

2nd year courses or equivalent knowledge.

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

The student recognizes the fields related to sales leadership and is able to name systems supporting sales work. They are familiar with the methods of HR management and sales organization management.

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

The student understands the basics of sales leadership. They can work according to instructions in situations related to the management of a sales organization and to take advantage of systems and tools that support sales work.

Assessment criteria, excellent (5) (course unit)

The student understands the fields of sales management and can apply them in practical work. They can manage a sales organization and customer relationships using different methods and tools. The student is able to identify and solve challenging management situations and to coach a sales team.

Assessment scale

0-5