Study Guide

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

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

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

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

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

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

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

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

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

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

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

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

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

The course takes place during period 2 time frame, November - December. The course is based on contact teaching, all the sessions at TAMK Kuntokatu premises.

Exam schedules

The course evaluation is based on a report. The details to be informed during the first lecture.

Assessment methods and criteria

The course evaluation is based on report, with dedicated themes. Details to follow. There is no exam.

Assessment scale

0-5

Teaching methods

Individual studies and team working based on contact teaching and dedicated exercises. During the course other teaching methods occasionally can be used, as instructed.

Learning materials

All the teaching materials are to be informed during the first lecture. The course slides and dedicated exercises make the course core. As supportive material (not mandatory), there is a course book: Accounting and Finance, an Introduction (McLaney-Atrill, any edition)

Student workload

The course is 5 credits, covering all the work related to the course. The set TAMK default is 27h per credit,

Content scheduling

The course structure with contents is to be informed during the first lecture.

Further information

The course requires active and full participation, as there are only 3 lectures.

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

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

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

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

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

The course takes place during period 2 time frame, November - December. The course is based on contact teaching, all the sessions at TAMK Kuntokatu premises.

Exam schedules

The course evaluation is based on a report. The details to be informed during the first lecture.

Assessment methods and criteria

The course evaluation is based on report, with dedicated themes. Details to follow. There is no exam.

Assessment scale

0-5

Teaching methods

Individual studies and team working based on contact teaching and dedicated exercises. During the course other teaching methods occasionally can be used, as instructed.

Learning materials

All the teaching materials are to be informed during the first lecture. The course slides and dedicated exercises make the course core. As supportive material (not mandatory), there is a course book: Accounting and Finance, an Introduction (McLaney-Atrill, any edition)

Student workload

The course is 5 credits, covering all the work related to the course. The set TAMK default is 27h per credit,

Content scheduling

The course structure with contents is to be informed during the first lecture.

Further information

The course requires active and full participation, as there are only 3 lectures.

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

The student is able to name and explain the core concepts of process design and improvement,  operations management and  LEAN.  The student uses basic process design principles and operations management principles in a "cookbook" manner. The student is able to  give and receive feedback related to operations management ,  collaborates in a small group on operations management related tasks  and takes responsibility of own studies related to operations management.

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

The student can explain how to apply the core concepts of process design and improvement. The student is able to compare traditional and LEAN operations management principles, explain how to create operations strategy in a continuously changing environment and  how to apply process control. The student is able to apply the core concepts of process design and improvement on working life cases, plan and implement LEAN initiatives for working life cases, and plan and manage process improvement projects. The student is able to give and receive constructive feedback related to operations management,  develop collaborative actions in a small group concerning operations management related tasks and takes responsibility of own studies and group work related to operations management.

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for process improvement by using appropriate tools and methods. The student uses additional and recent research papers to extend knowledge of operations management, operations strategy and LEAN management. The student applies the core concepts of process design and improvement in a systematic manner on working life cases, justifies the use of LEAN methods for working life cases and the use of process improvement methods for working life cases. The student is able to use feedback to grow professionally in the field of operations management,  develop creative and constructive working methods to solve operations management related tasks individually and in small groups and commits oneself to own studies and group work related to operations management beyond the ordinary level (3-4) requirements . 

Location and time

As scheduled in Pakki

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Inquiry-based learning
- Collaborative learning

Learning materials

Lecture slides and additional material available in Moodle.

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

Themes will be introduced in the first lesson.

Completion alternatives

N/A

Practical training and working life cooperation

Knowledge gained from the course can be applied to current and future working scenarios.

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

The student is able to name and explain the core concepts of process design and improvement,  operations management and  LEAN.  The student uses basic process design principles and operations management principles in a "cookbook" manner. The student is able to  give and receive feedback related to operations management ,  collaborates in a small group on operations management related tasks  and takes responsibility of own studies related to operations management.

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

The student can explain how to apply the core concepts of process design and improvement. The student is able to compare traditional and LEAN operations management principles, explain how to create operations strategy in a continuously changing environment and  how to apply process control. The student is able to apply the core concepts of process design and improvement on working life cases, plan and implement LEAN initiatives for working life cases, and plan and manage process improvement projects. The student is able to give and receive constructive feedback related to operations management,  develop collaborative actions in a small group concerning operations management related tasks and takes responsibility of own studies and group work related to operations management.

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for process improvement by using appropriate tools and methods. The student uses additional and recent research papers to extend knowledge of operations management, operations strategy and LEAN management. The student applies the core concepts of process design and improvement in a systematic manner on working life cases, justifies the use of LEAN methods for working life cases and the use of process improvement methods for working life cases. The student is able to use feedback to grow professionally in the field of operations management,  develop creative and constructive working methods to solve operations management related tasks individually and in small groups and commits oneself to own studies and group work related to operations management beyond the ordinary level (3-4) requirements . 

Location and time

As scheduled in Pakki

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Inquiry-based learning
- Collaborative learning

Learning materials

Lecture slides and additional material available in Moodle.

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

Themes will be introduced in the first lesson.

Completion alternatives

N/A

Practical training and working life cooperation

Knowledge gained from the course can be applied to current and future working scenarios.

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

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

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

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

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Self-leadership
2) Motivation (Päivi Mayor)
3) Leadership theories and practices, leading a team
4) Competence management (online)
5) Coaching skills
6) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teacher Toni Lehtimäki, toni.k.lehtimaki@tuni.fi

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

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

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

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

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

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teacher Päivi Mayor (paivi.mayor@tuni.fi)

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Motivation
2) Self-leadership (Toni Lehtimäki)
4) Leadership theories and practices, leading a team
5) Competence management (online)
6) Coaching skills
7) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teacher Päivi Mayor (paivi.mayor@tuni.fi)

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

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

This course familiarizes the participants with Risk Management as the identification, assessment, and prioritization of risks followed by coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of unfortunate events. Special emphasis is put on practical risk management tools and latest concepts.
*
When the participant has passed this course he/she will know:
- Core terms and notions related to risks and risk management
- Different risk types and profiles in different business environments
- Risk management process phases
- Risk identification techniques
- Risk assessment tools
- Risk management linkage to other management disciplines
- Trends in academic risk management research
*
After completing the course participants can:
- Identify risks in projects and on the company level by using appropriate techniques
- Analyse risks and their consequences with effective tools
- Apply risk management effectively in projectsto save time and money
- Avoid the common pitfalls of risk management implementation
When the participants have passed this course he/she will be:
- A project manager understanding the risk profile of her own project and what impact change has on them
- A specialist to define and analyze risks with effective tools and techniques
- A leader to manage risks and act fast if risks realize
- A leader making project members to understand the importance of risk management

Content (course unit)

Course is a combination of meetings and online exercises. The content is:
-Terminology of risks and risk management
-Risk types and risk profiles in international operations
-Risk management process and its implementation
-Implementation of risk management methods and tools
-Current "hot topics" in risk management research

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

The student recognises the core terms and notions related to risks and risk management. He/she is aware of different risk types and profiles in different business environments.  The student knows the risk management process phases and risk identification techniques, and is able to apply them in simple cases. He/she is able to identify risks and consider means how to respond to them.

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

The student is able to link risk management to other forms of operations management.
He/she is able to analyze the identified risks and their consequences with effective tools. The student knows how to avoid the common pitfalls of practical level risk management implementation. He/she is able to adopt the role of junior level risk manager e.g. in a project.

Assessment criteria, excellent (5) (course unit)

The student has a profound understanding of operations management subcategories and how risk management is linked to them. He/she knows on a senior or specialist level how to define and analyse risks with effective tools and techniques. The student is able to recognise interdependencies among various risk types and individual risks, and respond accordingly. He/she can perform as a leader making project team members understand the importance of risk management.

Assessment scale

0-5

Objectives (course unit)

This course familiarizes the participants with Risk Management as the identification, assessment, and prioritization of risks followed by coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of unfortunate events. Special emphasis is put on practical risk management tools and latest concepts.
*
When the participant has passed this course he/she will know:
- Core terms and notions related to risks and risk management
- Different risk types and profiles in different business environments
- Risk management process phases
- Risk identification techniques
- Risk assessment tools
- Risk management linkage to other management disciplines
- Trends in academic risk management research
*
After completing the course participants can:
- Identify risks in projects and on the company level by using appropriate techniques
- Analyse risks and their consequences with effective tools
- Apply risk management effectively in projectsto save time and money
- Avoid the common pitfalls of risk management implementation
When the participants have passed this course he/she will be:
- A project manager understanding the risk profile of her own project and what impact change has on them
- A specialist to define and analyze risks with effective tools and techniques
- A leader to manage risks and act fast if risks realize
- A leader making project members to understand the importance of risk management

Content (course unit)

Course is a combination of meetings and online exercises. The content is:
-Terminology of risks and risk management
-Risk types and risk profiles in international operations
-Risk management process and its implementation
-Implementation of risk management methods and tools
-Current "hot topics" in risk management research

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

The student recognises the core terms and notions related to risks and risk management. He/she is aware of different risk types and profiles in different business environments.  The student knows the risk management process phases and risk identification techniques, and is able to apply them in simple cases. He/she is able to identify risks and consider means how to respond to them.

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

The student is able to link risk management to other forms of operations management.
He/she is able to analyze the identified risks and their consequences with effective tools. The student knows how to avoid the common pitfalls of practical level risk management implementation. He/she is able to adopt the role of junior level risk manager e.g. in a project.

Assessment criteria, excellent (5) (course unit)

The student has a profound understanding of operations management subcategories and how risk management is linked to them. He/she knows on a senior or specialist level how to define and analyse risks with effective tools and techniques. The student is able to recognise interdependencies among various risk types and individual risks, and respond accordingly. He/she can perform as a leader making project team members understand the importance of risk management.

Assessment scale

0-5

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

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

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

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

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

13.09.2024, 08:30 - 11:30 Introduction to the course, customer value, innovations, Innovation Management System
20.09.2024, 08:30 - 11:30 Ideation, value proposition, pitching,
25.10.2024, 08:30 - 11:30 IPR, prototyping, and validation
08.11.2024, 12:30 - 16:30 Exam

Content subject to change

Exam schedules

The exam will be held during the last class on 08.11.2024.
Online final presentation

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

14h contact teaching
121h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

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

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

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

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

13.09.2024 12.30 - 16.30 Introduction to the course, customer value, innovations, Innovation Management System
27.09.2024 08.30 - 11.30 Ideation, value proposition, pitching,
01.11.2024 08.30 - 11.30 IPR, prototyping, and validation
15.11.2024 12.30 - 16.30 Exam

Content subject to change

Exam schedules

The exam will be held during the last class on 08.11.2024.
Online final presentation

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

14h contact teaching
121h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

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

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

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

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teacher Päivi Mayor (paivi.mayor@tuni.fi)

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Motivation
2) Self-leadership (Toni Lehtimäki)
4) Leadership theories and practices, leading a team
5) Competence management (online)
6) Coaching skills
7) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teacher Päivi Mayor (paivi.mayor@tuni.fi)

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

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

One of the core issues in project management is to lead people effectively to joint goals in the framework of the given strategy. This course provides the students with practical tools and methods to find out the expressed and tacit motives that are the drivers of team success. Once this information is available the manager can lead the team to excellency.
*
When the student has passed this course he/she will know:
- Current leadership theories and their implications.
- The relevance of competence management in projects
- The concept of trust and how to build it fast
- Typology of different motivation theories
- The motivation theory of 16 basic desires
- What motivates you personally and how others may differ in their motives
- What are the best practices in leading international teams effectively
- What is coaching in Project Management
*
When the student has completed the course he/she can:
- Better manage and lead people and their competences for the benefit of a project
- Identify different motivations in teams
- Learn to behave in a way which increases team members’ commitment and performance in projects
- Build and maintain high level of trust faster across countries and cultures
- Use some best practices in leading international teams
- Use the coaching style when appropriate in getting the best out of people in projects analyse her own business environment and apply the analysis in practice
After completing the course the student is:
- An authentic and effective project manager to lead her team to excellency in today's turbulent business environment

Content (course unit)

- Current leadership theories
- How to motivate others
- Leading diverse individuals in distance and without formal authority
- Leading a project team effectively

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

The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

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

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Assessment criteria, excellent (5) (course unit)

The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

Location and time

This course will be at Campus

Exam schedules

Open book group exam on the last lecture time. It is crucial to acknowledge that proper citation is necessary for each paragraph when referencing a source.

Assessment methods and criteria

- Individual assignment (graded 0-5), 50 % of the total grade
- Group exam (graded 0-5), 50 % of the total grade

Assessment scale

0-5

Teaching methods

- Interactive lectures
- Individual reading and writing
- Practicing skills
- Open book group exam

Learning materials

The Leadership Challenge by Kouzes and Posner (any edition)
Selected other literature as given in the course

Student workload

This is a 5 credit course (135 hours of student work) with 5 x 3 hours for lectures, the rest of individual work.

Content scheduling

1) Self-leadership
2) Motivation (Päivi Mayor)
3) Leadership theories and practices, leading a team
4) Competence management (online)
5) Coaching skills
6) Group exam: Challenging Leadership cases

Completion alternatives

None

International connections

International cases will be used, together with the students' own international experiences and connections.

Further information

This course is strongly built on experience sharing and collaboration, that takes place during the lecture hours. Therefore participation each time is essential.

More information from the teacher Toni Lehtimäki, toni.k.lehtimaki@tuni.fi

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

Does not participate in the group exam or does not complete the written assignment, smaller tasks not all done.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can list some leadership theories and practices and is able to mention them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has participated in the mandatory lectures but the reflection in Leadership Handbook about the literature and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in the group exam but does not contribute very positively to the team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the Handbook and/or in the Group exam.

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

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the leadership situations and they are described clearly. The student has participated in the mandatory lectures and the reflection in the Handbook about the literature and its application at his/her own working life shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context resulting in positive impact in his/her own work environment as can be seen in the Handbook and/or Group exam. The student takes responsibility as a transformative leader and helps other students succeed by encouraging them and providing them with constructive feedback to strengthen continuous learning.

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

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

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

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

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

13.09.2024, 08:30 - 11:30 Introduction to the course, customer value, innovations, Innovation Management System
20.09.2024, 08:30 - 11:30 Ideation, value proposition, pitching,
25.10.2024, 08:30 - 11:30 IPR, prototyping, and validation
08.11.2024, 12:30 - 16:30 Exam

Content subject to change

Exam schedules

The exam will be held during the last class on 08.11.2024.
Online final presentation

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

14h contact teaching
121h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

This course introduces the fundamentals of effective project management and how to connect them to the corporate strategy. Projects are here considered as tools to enable strategic change and business transformation. When the student has passed this course he/she will know and understand the following:
- core concepts of strategic management
- classical & contemporary tools for strategic management
- strategy creation in traditional and lean organizations
- how the strategic framework is connected to the project portfolio
- how to implement strategic change by using projects
*
When the student has completed the course he/she can:
- choose appropriate strategic approaches for his/her business
- use strategic tools to analyze strategic position of his/her business
- analyze the strategic choices of his/her business
- create connection between the strategy and operations
- make use of BSC or Delta models
- create strategic plans by using business models
- design projects to implement the strategy and change programs
*
When the student has passed this course he/she will be:
- a specialist to contribute to strategic planning in global environment
- a specialist who can bridge the strategy and operations
- a specialist who can implement strategic change by using projects

Content (course unit)

This course introduces the fundamentals of effective project management in the strategic framework of organizations. Projects are here considered as tools to enable strategic change and organizational development. During the course we will also discuss how to use strategic framework for selecting project to the portfolio.
The course will consist of the following modules (module does not mean a contact teaching session 1:1):
• The kick-off meeting
• Why strategic thinking is important?
• Core concepts of strategic management
• Classical & contemporary tools for strategic management
• Strategy creation in traditional and lean organizations
• How the strategic framework is connected to the project portfolio?
• How to implement strategic change by using projects?
• Closing the course and reflection of the lessons learnt.
During the course we’ll use participatory methodologies including:
• Contact teaching: interactive lessons, group work, and presentations
• Individual assignments and collaborative learning in between the contact teaching sessions
• Exploration of real cases: scouting and processing
• Tools: classroom facilities, Tabula, own computers and mobiles, the Internet
• Resources: selected books and articles, materials prepared by the teacher, the Internet

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

 The student knows the basic concepts of innovation, can recognise different innovation types and understands the dynamics of creating and implementing the innovations to commercial products. He/she can do straightforward analysis of innovation concepts, often by receiving assistance from others. The student mainly follows the ideas of others.

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

The student knows well the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. The student shows creativity and can justify his/her own ideas. 

Assessment criteria, excellent (5) (course unit)

The student masters the basic concepts of innovation, can recognise different innovation types, sees the importance of protecting the innovations and understands the dynamics of creating and implementing the innovations to commercial products as a strategic process in a company. He/she would be ready to take a role of an innovation champion and lead an innovation team. The student is very creative, can justify his/her own ideas well and often takes a lead in getting things done in time and with good quality and well-thought strategy.

Location and time

13.09.2024 12.30 - 16.30 Introduction to the course, customer value, innovations, Innovation Management System
27.09.2024 08.30 - 11.30 Ideation, value proposition, pitching,
01.11.2024 08.30 - 11.30 IPR, prototyping, and validation
15.11.2024 12.30 - 16.30 Exam

Content subject to change

Exam schedules

The exam will be held during the last class on 08.11.2024.
Online final presentation

Assessment methods and criteria

Evaluation methods and grounds presented in the first lectures

Assessment scale

0-5

Teaching methods

Workshops, Lectures, Group Work, Problem-based learning, Individual work, Flipped Classroom

Learning materials

Material provided by the teachers in Moodle

Student workload

Student workload 5x27h=135h

14h contact teaching
121h individual work

Completion alternatives

-

Practical training and working life cooperation

Innovation projects from companies (students to find suitable companies)

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

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

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

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

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

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

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

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

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organisational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organisational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits himself/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Flipped class sessions
- Inquiry-based learning
- Collaborative learning

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned books
- Other materials provided by the instructors

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Completion alternatives

N/A

Practical training and working life cooperation

- Case studies
- Project work based on current work environment
- Knowledge gained from the course can be applied to current and future working scenarios

Further information

N/A

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

The student is able to name and explain the core concepts of process design and improvement,  operations management and  LEAN.  The student uses basic process design principles and operations management principles in a "cookbook" manner. The student is able to  give and receive feedback related to operations management ,  collaborates in a small group on operations management related tasks  and takes responsibility of own studies related to operations management.

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

The student can explain how to apply the core concepts of process design and improvement. The student is able to compare traditional and LEAN operations management principles, explain how to create operations strategy in a continuously changing environment and  how to apply process control. The student is able to apply the core concepts of process design and improvement on working life cases, plan and implement LEAN initiatives for working life cases, and plan and manage process improvement projects. The student is able to give and receive constructive feedback related to operations management,  develop collaborative actions in a small group concerning operations management related tasks and takes responsibility of own studies and group work related to operations management.

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for process improvement by using appropriate tools and methods. The student uses additional and recent research papers to extend knowledge of operations management, operations strategy and LEAN management. The student applies the core concepts of process design and improvement in a systematic manner on working life cases, justifies the use of LEAN methods for working life cases and the use of process improvement methods for working life cases. The student is able to use feedback to grow professionally in the field of operations management,  develop creative and constructive working methods to solve operations management related tasks individually and in small groups and commits oneself to own studies and group work related to operations management beyond the ordinary level (3-4) requirements . 

Location and time

As scheduled in Pakki

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Inquiry-based learning
- Collaborative learning

Learning materials

Lecture slides and additional material available in Moodle.

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

Themes will be introduced in the first lesson.

Completion alternatives

N/A

Practical training and working life cooperation

Knowledge gained from the course can be applied to current and future working scenarios.

Objectives (course unit)

In this course, the participants will gain basic understanding of traditional and LEAN operations management by working on organizational development cases in small groups.

After completing the course, the participants will be able to:
• Describe an organizational development case as a process
• Create a plan on how to improve the processes of working life cases
• Identify operations management related trends, e.g. digitalization and corporate social responsibility

Content (course unit)

• Organizational development case in small groups
• Introduction to operations management
• Operations strategy
• Process design and efficiency
• Process monitoring and control
• Process improvement
• Current trends in operations management

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

The student is able to name and explain the core concepts of process design and improvement,  operations management and  LEAN.  The student uses basic process design principles and operations management principles in a "cookbook" manner. The student is able to  give and receive feedback related to operations management ,  collaborates in a small group on operations management related tasks  and takes responsibility of own studies related to operations management.

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

The student can explain how to apply the core concepts of process design and improvement. The student is able to compare traditional and LEAN operations management principles, explain how to create operations strategy in a continuously changing environment and  how to apply process control. The student is able to apply the core concepts of process design and improvement on working life cases, plan and implement LEAN initiatives for working life cases, and plan and manage process improvement projects. The student is able to give and receive constructive feedback related to operations management,  develop collaborative actions in a small group concerning operations management related tasks and takes responsibility of own studies and group work related to operations management.

Assessment criteria, excellent (5) (course unit)

The student analyses systematically the need for process improvement by using appropriate tools and methods. The student uses additional and recent research papers to extend knowledge of operations management, operations strategy and LEAN management. The student applies the core concepts of process design and improvement in a systematic manner on working life cases, justifies the use of LEAN methods for working life cases and the use of process improvement methods for working life cases. The student is able to use feedback to grow professionally in the field of operations management,  develop creative and constructive working methods to solve operations management related tasks individually and in small groups and commits oneself to own studies and group work related to operations management beyond the ordinary level (3-4) requirements . 

Location and time

As scheduled in Pakki

Assessment methods and criteria

According to TAMK evaluation criteria (0,1-5)
- Knowing
- Doing
- Being
See objectives in course description

Assessment scale

0-5

Teaching methods

- Lectures and discussion
- Inquiry-based learning
- Collaborative learning

Learning materials

Lecture slides and additional material available in Moodle.

Student workload

Students are expected to:
- Attend sessions
- Participate in group discussions and activities
- Complete assignments and final project
- Study materials given to them on their own time
- Meet and work with fellow team members outside of class hours for project work

Content scheduling

Themes will be introduced in the first lesson.

Completion alternatives

N/A

Practical training and working life cooperation

Knowledge gained from the course can be applied to current and future working scenarios.

Objectives (course unit)

This course familiarizes the participants with Risk Management as the identification, assessment, and prioritization of risks followed by coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of unfortunate events. Special emphasis is put on practical risk management tools and latest concepts.
*
When the participant has passed this course he/she will know:
- Core terms and notions related to risks and risk management
- Different risk types and profiles in different business environments
- Risk management process phases
- Risk identification techniques
- Risk assessment tools
- Risk management linkage to other management disciplines
- Trends in academic risk management research
*
After completing the course participants can:
- Identify risks in projects and on the company level by using appropriate techniques
- Analyse risks and their consequences with effective tools
- Apply risk management effectively in projectsto save time and money
- Avoid the common pitfalls of risk management implementation
When the participants have passed this course he/she will be:
- A project manager understanding the risk profile of her own project and what impact change has on them
- A specialist to define and analyze risks with effective tools and techniques
- A leader to manage risks and act fast if risks realize
- A leader making project members to understand the importance of risk management

Content (course unit)

Course is a combination of meetings and online exercises. The content is:
-Terminology of risks and risk management
-Risk types and risk profiles in international operations
-Risk management process and its implementation
-Implementation of risk management methods and tools
-Current "hot topics" in risk management research

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

The student recognises the core terms and notions related to risks and risk management. He/she is aware of different risk types and profiles in different business environments.  The student knows the risk management process phases and risk identification techniques, and is able to apply them in simple cases. He/she is able to identify risks and consider means how to respond to them.

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

The student is able to link risk management to other forms of operations management.
He/she is able to analyze the identified risks and their consequences with effective tools. The student knows how to avoid the common pitfalls of practical level risk management implementation. He/she is able to adopt the role of junior level risk manager e.g. in a project.

Assessment criteria, excellent (5) (course unit)

The student has a profound understanding of operations management subcategories and how risk management is linked to them. He/she knows on a senior or specialist level how to define and analyse risks with effective tools and techniques. The student is able to recognise interdependencies among various risk types and individual risks, and respond accordingly. He/she can perform as a leader making project team members understand the importance of risk management.

Assessment scale

0-5

Objectives (course unit)

This course familiarizes the participants with Risk Management as the identification, assessment, and prioritization of risks followed by coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of unfortunate events. Special emphasis is put on practical risk management tools and latest concepts.
*
When the participant has passed this course he/she will know:
- Core terms and notions related to risks and risk management
- Different risk types and profiles in different business environments
- Risk management process phases
- Risk identification techniques
- Risk assessment tools
- Risk management linkage to other management disciplines
- Trends in academic risk management research
*
After completing the course participants can:
- Identify risks in projects and on the company level by using appropriate techniques
- Analyse risks and their consequences with effective tools
- Apply risk management effectively in projectsto save time and money
- Avoid the common pitfalls of risk management implementation
When the participants have passed this course he/she will be:
- A project manager understanding the risk profile of her own project and what impact change has on them
- A specialist to define and analyze risks with effective tools and techniques
- A leader to manage risks and act fast if risks realize
- A leader making project members to understand the importance of risk management

Content (course unit)

Course is a combination of meetings and online exercises. The content is:
-Terminology of risks and risk management
-Risk types and risk profiles in international operations
-Risk management process and its implementation
-Implementation of risk management methods and tools
-Current "hot topics" in risk management research

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

The student recognises the core terms and notions related to risks and risk management. He/she is aware of different risk types and profiles in different business environments.  The student knows the risk management process phases and risk identification techniques, and is able to apply them in simple cases. He/she is able to identify risks and consider means how to respond to them.

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

The student is able to link risk management to other forms of operations management.
He/she is able to analyze the identified risks and their consequences with effective tools. The student knows how to avoid the common pitfalls of practical level risk management implementation. He/she is able to adopt the role of junior level risk manager e.g. in a project.

Assessment criteria, excellent (5) (course unit)

The student has a profound understanding of operations management subcategories and how risk management is linked to them. He/she knows on a senior or specialist level how to define and analyse risks with effective tools and techniques. The student is able to recognise interdependencies among various risk types and individual risks, and respond accordingly. He/she can perform as a leader making project team members understand the importance of risk management.

Assessment scale

0-5

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

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

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

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

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

The course takes place during period 2 time frame, November - December. The course is based on contact teaching, all the sessions at TAMK Kuntokatu premises.

Exam schedules

The course evaluation is based on a report. The details to be informed during the first lecture.

Assessment methods and criteria

The course evaluation is based on report, with dedicated themes. Details to follow. There is no exam.

Assessment scale

0-5

Teaching methods

Individual studies and team working based on contact teaching and dedicated exercises. During the course other teaching methods occasionally can be used, as instructed.

Learning materials

All the teaching materials are to be informed during the first lecture. The course slides and dedicated exercises make the course core. As supportive material (not mandatory), there is a course book: Accounting and Finance, an Introduction (McLaney-Atrill, any edition)

Student workload

The course is 5 credits, covering all the work related to the course. The set TAMK default is 27h per credit,

Content scheduling

The course structure with contents is to be informed during the first lecture.

Further information

The course requires active and full participation, as there are only 3 lectures.

Objectives (course unit)

- Understand the key factors for profitable business
- Understand the importance of business liquidity and solvency
- Execute financial planning

After passing the course the student will be:
- Able to widen his expertise in the field of finance
- Able to evaluate company financial position
- Able to utilize profitability, liquidity and solvency practices
- Contribute financial tools in his work
- In position to plan and execute actions for turnaround projects

Content (course unit)

This course provides relevant themes of accounting in business context. The approach works as a repetition for students with financial background, but also as a financial starting point without previous financial knowledge. The course is aiming at building financial mindset. There are both lecturing and exercises as informed during the course.

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

The student is able to name the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student is able to read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at basic level. Student can give and receive feedback and take responsibility as an individual learner. The student can act as part of team under supervision and recognises his level of interaction.

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

The student is able to structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting,  why and how to use various accounting methods and need for profitable business. The student can make simple bookkeeping postings, ended up with closing statements, ratio analysis based on company financials, and relevant financial comparisons for management decision making. The student can measure  financial performance based on public financial information. Student  gives and receives constructive feedback, operates in professional manner by recognicing relevant scope and needs,  develops his interaction skills, adding value to the team and takes responsibility when needed.

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences and opinions. The student is able to analyse the selected themes, find the academic approach, use additional research papers and academic sources and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

The course takes place during period 2 time frame, November - December. The course is based on contact teaching, all the sessions at TAMK Kuntokatu premises.

Exam schedules

The course evaluation is based on a report. The details to be informed during the first lecture.

Assessment methods and criteria

The course evaluation is based on report, with dedicated themes. Details to follow. There is no exam.

Assessment scale

0-5

Teaching methods

Individual studies and team working based on contact teaching and dedicated exercises. During the course other teaching methods occasionally can be used, as instructed.

Learning materials

All the teaching materials are to be informed during the first lecture. The course slides and dedicated exercises make the course core. As supportive material (not mandatory), there is a course book: Accounting and Finance, an Introduction (McLaney-Atrill, any edition)

Student workload

The course is 5 credits, covering all the work related to the course. The set TAMK default is 27h per credit,

Content scheduling

The course structure with contents is to be informed during the first lecture.

Further information

The course requires active and full participation, as there are only 3 lectures.