Study Guide

Objectives (course unit)

In this course, the participants explore business design and business model development, ideation and innovation regarding the business and operational opportunities in the field of risk management and circular economy. They learn agile and lean development methodologies, and design thinking to balance with desirability (customer / user perspective; why), feasibility (illustrations, modelling and argumentation to implement; how), and viability (to some extent evaluation of commercial possibilities; how).

After completing the course, the participants can:
- identify and seize service and business opportunities in the field of risk management and circular economy
- use synergy of a cross-expertise team in problem solving and development work
- develop and present innovative, feasible and viable service and business concepts with agile, lean and
design thinking approach and methods
- facilitate a development process in a team

Content (course unit)

Circular economy business models
Agile development methods
Customer understanding and insight
Design thinking process (ideation, testing and validation, conceptualization, business modelling, and sales pitching)

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

The student names and defines service and business opportunities in the field of risk management and circular economy. The student can make routine comparisons between circular economy related business models but the role in further development remains unclear. The student knows the development methods and works in a group but without ability to fully utilize the synergy of the expertise available in the team. The student can give and receive feedback but considers and assesses things from his/her viewpoint.

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

The student can explain and compare service and business opportunities in the field of risk management and circular economy. The student is committed to group activities, can act as an active and responsible team member and utilizes synergy of the cross-expertise in development. The student can apply facilitation methods, make plans, limit problems and solve them. The student can give and receive feedback actively and constructively and considers and assesses things both from own and the team’s viewpoint.

Assessment criteria, excellent (5) (course unit)

The student can analyse and generalise service and business opportunities in the field of risk management and circular economy and relate them into the professional context. The student is committed to group activities and can utilize in fully potential the synergy of the team cross-expertise in development. The student can facilitate the development in a team and uses feedback systematically as a professional growth tool in own work and in the team. The student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.

Location and time

The study unit is implemented as blended learning, as the majority will be run via Zoom sessions. However, the kick-off (at 12 Jan) and the closing event (at 28 Mar) will be live sessions at the TAMK main campus. In-between the start and the ending, we will have joint- and team-based Zoom-sessions, and some free of choice e-coaching sessions online.

Exam schedules

EXAM date informed in the start of the course, can be executed in February-March.

Assessment methods and criteria

Evaluation is based on individual work and teamwork, and will be completed with numeric evaluation. We use coach's evaluation, and self- and peer reflection. Assessment is based on the process and end result of the co-creation process. The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).

Assessment scale

0-5

Teaching methods

The course deals with circular business design. We approach learning with coaching and e-coaching pedagogy. We challenge students also with lean and agile development methodologies and topical tools in business design. The coaching logic and agile approach stem from an analogy and association of a piñata, as in the game. Hitting a piñata highlights three aspects:
1. Being blind-folded is a question of learning and gaining sight and foresight by trial and error and trying again, where the coaches and use of different tools help the students to see through the process and the blindfold.
2. The logic of trial-and-error stresses the importance of failing (when generating ideas and innovating), failing fast / often / early (to fail small), and the courage and willingness to keep on hitting (and re-trying); and this interconnects with the changing operational environment and how to navigate in change with experimentation culture and constant agile iteration of incremental steps and ideas that are constantly validated with the most important stakeholders.
3. All this helps and coaches students to tolerate uncertainty (in the process, work, and life) and empower them with a sense of capability and sense of self-efficacy – with “I can do it” spirit.

Learning methods cover a pre-assignment that includes reading and reflecting; dialogue circles, exercises and tasks by the coaches; facilitated live and online workshops; individual and team work around problem-solving; taking and making contact with potential customers; and the use of service and business design tools in practical case tasks. Also, the study unit includes self and peer-to-peer evaluation and reflection. Coaching pedagogy underlines the importance of four pillars: trust - dialogue - ownership - co-creation.

Learning materials

Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students. The pre-assignment includes a cavalcade of articles etc. related to the topic at hand.
Also, these books are introduced here as recommended readings:
Wijdoogen, C. 2020. 7 Roles to Create Sustainable Success.
Osterwalder, A. 2010. Business Model Generation.
Raworth, K. 2018. Doughnut Economics - 7 Ways to Think Like a 21st-Century Economist.
Kauffmann, B. S. 2011. The Will And Ways of Hope. Psychology Today 26 Dec 2011.

Student workload

5 credits equals 135 h of student's work. The workload is mostly tackled as individual and team work, as five sessions with the coaches cover 16 hours. Pre-assignment to be completed individually before 12 Jan '23 requires approximately 15-20 h, and the business development assignments (with specific deadlines) in teams requires about 100 h (incl. information search).

Content scheduling

The course includes an individual pre-assignment; a reading assignment (from a given list, and a reflective post on a discussion forum in the course Moodle) will be introduced in Moodle in the 15th of December '23, and the deadline is the 11th of Jan '24.
Introductory kick-off session will take place on Fri 12th Jan at 9-14 live at the TAMK main campus. The closing session will be held live at the TAMK campus on Thu 28th Mar at 14-17.

Teams take part in the e-coaching Zoom sessions in January, February and March that support the teams in their work phases. The process is introduced in more detail in Moodle and on the opening session.
During the course, and within the joint sessions, teams tackle circular economy based cases and enhance their understanding and experience in the field of circular economy and business development. Key methods and tools deal with development and business design as well as creative idea generation and problem solving.

All sessions:
- Fri 12 Jan at 9.00-12.15 live at the campus
- Mon 22 Jan at 15-17 all together via Zoom (e.g. commissioner's brief & presentation)
- Wed 7 Feb at 15-16 or 16-17 e-coaching via Zoom (team-specific e-coaching, to be agreed more specifically)
- Mon 19 Feb at 14-17 all together via Zoom (teams work on the project)
- Tue 5 Mar at 14-17 all together via Zoom (teams work on the project)
- Thu 21 Mar at 15-16 or 16-17 e-coaching via Zoom (team-specific e-coaching, to be agreed more specifically)
- Thu 28 Mar at 14.00-17.00 live at the campus

Completion alternatives

EXAM at the TAMK main campus is offered as an alternative means of completion. This is also applied if you are unable to attend the two live sessions 12 Jan '24 and 28 Mar '24.
Recognition of prior learning

Practical training and working life cooperation

The students will work in teams (teams formed from YRIMCE group and DRIMCEL group separately) around a topic given by the teachers, but teams can focus and plan their more detailed viewpoint within the task freely.
The course will host several guest speakers from the business and working life.
This course simulates the working life by using suitable tools and conducting a professional service and business design process.

International connections

Through the contacts of the international student groups YRIMCE and DRIMCEL; international examples and materials

Further information

Notice the pre-assignment that will be introduced in Moodle on Fri 15 Dec, and will have to be completed before 12 Jan opening session, that is, on Thu 11 Jan at latest.

Objectives (course unit)

In this course, the participants explore business design and business model development, ideation and innovation regarding the business and operational opportunities in the field of risk management and circular economy. They learn agile and lean development methodologies, and design thinking to balance with desirability (customer / user perspective; why), feasibility (illustrations, modelling and argumentation to implement; how), and viability (to some extent evaluation of commercial possibilities; how).

After completing the course, the participants can:
- identify and seize service and business opportunities in the field of risk management and circular economy
- use synergy of a cross-expertise team in problem solving and development work
- develop and present innovative, feasible and viable service and business concepts with agile, lean and
design thinking approach and methods
- facilitate a development process in a team

Content (course unit)

Circular economy business models
Agile development methods
Customer understanding and insight
Design thinking process (ideation, testing and validation, conceptualization, business modelling, and sales pitching)

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

The student names and defines service and business opportunities in the field of risk management and circular economy. The student can make routine comparisons between circular economy related business models but the role in further development remains unclear. The student knows the development methods and works in a group but without ability to fully utilize the synergy of the expertise available in the team. The student can give and receive feedback but considers and assesses things from his/her viewpoint.

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

The student can explain and compare service and business opportunities in the field of risk management and circular economy. The student is committed to group activities, can act as an active and responsible team member and utilizes synergy of the cross-expertise in development. The student can apply facilitation methods, make plans, limit problems and solve them. The student can give and receive feedback actively and constructively and considers and assesses things both from own and the team’s viewpoint.

Assessment criteria, excellent (5) (course unit)

The student can analyse and generalise service and business opportunities in the field of risk management and circular economy and relate them into the professional context. The student is committed to group activities and can utilize in fully potential the synergy of the team cross-expertise in development. The student can facilitate the development in a team and uses feedback systematically as a professional growth tool in own work and in the team. The student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.

Exam schedules

No exams.

Assessment methods and criteria

Evaluation is based on individual work and teamwork, and will be completed with numeric evaluation. We use coach's evaluation, and self- and peer reflection. Assessment is based on the process and end result of the co-creation process. The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).

Assessment scale

0-5

Teaching methods

The course is about service and business design for risk management and circular economy. We approach learning with coaching and e-coaching pedagogy. We challenge students also with lean and agile development methodologies and tools in business design. The coaching logic and agile approach stem from an analogy and association of a piñata, as in the game. Hitting a piñata highlights three aspects:
1. Being blind-folded is a question of learning and gaining sight and foresight by trial and error and trying again, where the coaches and use of different tools help the students to see through the process and the blindfold.
2. The logic of trial-and-error stresses the importance of failing (when generating ideas and innovating), failing fast / often / early (to fail small), and the courage and willingness to keep on hitting (and re-trying); and this interconnects with the changing operational environment and how to navigate in change with experimentation culture and constant agile iteration of incremental steps and ideas that are constantly validated with the most important stakeholders.
3. All this helps and coaches students to tolerate uncertainty (in the process, work, and life) and empower them with a sense of capability and sense of self-efficacy – with “I can do it” spirit.

Learning methods cover a pre-assignment that includes reading and reflecting; dialogue circles, exercises and tasks by the coaches; facilitated live and online workshops; individual and team work around problem-solving; and the use of service and business design tools in practical case tasks. Also, the study unit includes self and peer-to-peer evaluation and reflection. Coaching pedagogy underlines the importance of four pillars: trust - dialogue - ownership - co-creation.

Learning materials

Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students. The pre-assignment includes a cavalcade of academic articles related to the topic at hand. Also, these books are introduced here as recommended readings:
Wijdoogen, C. 2020. 7 Roles to Create Sustainable Success.
Osterwalder, A. 2010. Business Model Generation.
Raworth, K. 2018. Doughnut Economics - 7 Ways to Think Like a 21st-Century Economist.
Kauffmann, B. S. 2011. The Will And Ways of Hope. Psychology Today 26 Dec 2011.

Student workload

5 credits equals 135 h of student's work. The workload is mostly tackled as individual and team work, as five sessions with the coaches cover 16 hours. Pre-assignment to be completed individually before 12 Jan '23 requires approximately 15-20 h, and the business development assignments (with specific deadlines) in teams requires about 100 h (incl. information search).

Content scheduling

The course includes an individual pre-assignment; a reading assignment (one academic journal article from a given list, and a reflective post on a discussion forum in the course Moodle) will be introduced in Moodle in December '22, and the deadline is the 11th of Jan '23.
Introductory session and a kick-off of team work process on 12th Jan at 13-16, and on the 13th Jan at 9-12 at the campus.
The course also has two online afternoon / early evening sessions on 6th Feb at 17-20 and 6th Mar at 17-20 via Zoom. The closing session will be held online via Zoom on 30th Mar at 16-20. Teams may have their own check points in-between the joint sessions. The process is introduced in more detail in Moodle and on the opening session.
During the course, and within the joint sessions, teams tackle circular economy based cases and enhance their understanding and experience in the field of risk management, circular economy and business development. Key methods and tools deal with development and business design as well as creative idea generation and problem solving.

Completion alternatives

No alternative means of completion
Recognition of prior learning

Practical training and working life cooperation

The students have the possibility to acquire a real-life company to work with, e.g. their own work place; but the students can also focus on a topic of their choice or a completely new business / service idea. This course simulates the working life by use of suitable tools and conducting a professional service and business design process.

International connections

Through the contacts of the international student group; international examples and materials

Further information

Notice the pre-assignment that will be introduced in Moodle on week 50, and will have to be completed before 12 Jan opening session.