Study Guide

Objectives (course unit)

Students are able to:
- recognize behavioral impact of cultural values in their own and others' behavior
- identify some work place problems caused by cultural differences
- solve some problems caused by cultural differences in the technology environment
- seek information and solutions for problems caused by cultural differences
- manage problems caused by cultural differences using risk management methods

Content (course unit)

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her. Student has generated a model to improve his or hers international know how. Student can lead workers with different cultural background and organize while observing cultural differences. Student can create motivation, commitment and trust in an international project.
- value model of cultures by S.H. Schwartz
- information from multiple cultural studies
- leadership in a multicultural working environment
- multicultural organization models
- specifics of international projects
- risks of international projects

Further information (course unit)

Course can be in Finnish or English according to the students language skills. Students from other masters' programs are accepted to the course.

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

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her.

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

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her. Student has generated a model to improve his or hers international know how.

Assessment criteria, excellent (5) (course unit)

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her. Student has generated a model to improve his or hers international know how. Student can lead workers with different cultural background and organize while observing cultural differences. Student can create motivation, commitment and trust in an international project.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- participate in writing a contract
- choose various payment terms
- choose various payment guarantees
- prepare themselves for the situations and arbitration caused by the contract
- work in negotiation teams

Content (course unit)

Student knows the basics of contract law in selected countries and know few model contracts for manufacture, assembly and consulting of technology products. Students know the sales and purchasing negotiations process in an international environment, know how to prepare for negotiations and conduct themselves in demanding sales and purchasing process. Students also know the most common negotiation tactics how to prepare in advance.
Topics:
- several case lectures by industry representatives who present examples and solutions to international challenges
- contract law in Finland and chosen countries
- contract models for various cases
- the most common contract problems
- arbitration
- synchronizing contract, cash flow and delivery
- negotiation process in the international environment, negotiation tactics and preparation before negotiations

Further information (course unit)

The course can be in Finnish or English depending on the students' language skills. Students from other masters programs are accepted into the course.

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

Students recognize the basic principles of general contract law.
Students understand basic differences in contract law between different legal cultures (eg civil law versus common law) and dispute resolution (eg national court vs. arbitration)
The student has made and presented his report on the subject closely.
The student has completed the sales part of the course and challenging negotiating situations and the main features of international project activities.

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

The student understands the basic principles of general contract law.
The student understands the fundamental differences in contract law between different legal cultures (eg civil law versus common law) and dispute resolution (eg national court vs. arbitration) and is able to apply the lessons learned in working life and working in an international environment.
The student has made and presented a report on the subject, which has a clear working life connection and / or connection with the international operating environment.
The student has completed the sales part of the course and challenging negotiating situations and the main features of international project activities.

Assessment criteria, excellent (5) (course unit)

The student understands the key principles of general contract law.
The student understands the fundamental differences in contract law between different legal cultures (eg civil law versus common law) and dispute resolution (eg national court versus arbitration) and is able to apply the lessons learned in working life and in an international environment.
The student has made and presented a report on the subject, which has a clear working life connection and a connection to the international operating environment. In addition, the report is interesting and provides clear added value to other students.
The student has completed the sales part of the course and challenging negotiating situations and the main features of international project activities.

Assessment scale

0-5

Objectives (course unit)

The students are able to develop the competence management of an organisation's collaboration networks or management in general. They can apply the skills and knowledges they have learnt during their studies. The students display their capabilities of implementing and reporting a demanding development project.

Content (course unit)

- students make the research plan right in the beginning of studies
- research method (qualitative and quantitative)
- data collection methods and reliability (internal and external)
- logical reasoning and the most common logigal faults
- Finnish language and writing skills
- seminars
- tutoring

Further information (course unit)

The students find the topic for the development task themselves and the customer organisation names a contact person for the development task from their organisation. The Master's theses are public. If the student wishes to use confidential back-ground material, they must consult the instructor of their Master's thesis about it. Participation in the seminars is mandatory. In order to receive the degree, students have to write an articel of the topic of their Master'sl thesis project. The article demonstrates sufficient knowledge of the field and proficiency in the Finnish or Swedish language. The Master's thesis must be completed and approved by end of the 6th period from the beginning of the studies.

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

According to University's common thesis criteria.

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

According to University's common thesis criteria.

Assessment criteria, excellent (5) (course unit)

According to University's common thesis criteria.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- build a team for their own use
- recognize their own leadership profile and develop it
- motivate team members
- assess the impact of their own behavior on team members
- explain the team members' behavior to themselves in a constructive manner

Content (course unit)

Students know the work psychology needed in organisation changes and development and can use their knowledge in planning supervisory actions, changes and development. Students know the psychology related to know how development and can use their knowledge in developing organisation know how.
Topics:
- strategic managment and leadership
- personality and leadership
- recognizing motivation and motivation development
- team composition and personality
- leadership in expert organisations
- human beahavior in organisations and during changes

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

The student has a first understanding of how to lead experts in technology organizations. The participant is able to list the key areas of leadership, but is unable to apply them to his / her own work or previous experience, or to solve challenging managerial situations.

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

The student has a clear understanding of leading the experts in technology organizations. The participant is able to list the key areas of leadership and is able to apply them to some extent to their own work or previous experiences and to solving challenging managerial situations.

Assessment criteria, excellent (5) (course unit)

The student has an excellent understanding of leading the experts in technology organizations. The participant is able to apply and further develop the key areas of leadership in both his own work and solving challenging managerial situations with others. The participant is able to reflect on his / her own activities and skills in a versatile way, and develop his / her own activities from the management perspective.

Location and time

YTJ:n opintosuunnitelman mukainen

Exam schedules

- Viimeisellä lähikerralla on ryhmätentti , joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta
- Hyvän Johtamisen Käsikirja, joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta

Assessment methods and criteria

Henkilöstövoimavarojen johtamisen käsikirjan laatiminen, 50 %, arviointi 0-5
Ryhmätentin suorittaminen, 50 %, arviointi 0-5

Assessment scale

0-5

Teaching methods

- Interaktiiviset luennot
- Yksilöllinen opiskelu
- Ryhmäkeskustelut
- Vertaispalaute
- Ryhmätentti
- "Huipputunnit", joiden sisällön opiskelijat suunnittelevat ja toteuttavat itse

Learning materials

Oppimateriaali ja kirjallisuus annetaan erikseen luennolla ja on saatavissa Moodlesta

Student workload

5 op = 135 tuntia opiskelua, joka jakautuu syksylle 2021 ja 2022

Content scheduling

Sisällön jaksotus löytyy Moodlesta

Completion alternatives

Ei valinnaisia tapoja

Practical training and working life cooperation

Opetuksen esimerkit ja tehtävät ovat soveltavia kunkin osallistujan omaan työhön

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

Opiskelija ei ole osallistunut kaikille lähikerroille
Johtamisen käsikirja on vaillinainen tai puuttuu
Ryhmätenttiin ei ole osallistuttu

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

Johtamisen käsikirjassa on hyödynnetty vähempää kuin kolmea lähdettä. Omat esimerkit ja pohdinta puuttuvat tai on hyvin heikkoa. Käsikirja ei ole selkeä eikä ymmärrettävä.
Ryhmätentin arvosana on 1-2.

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

Johtamisen käsikirjassa on hyödynnetty vähintään 4-9 lähdettä. Omat esimerkit ja pohdinta ovat kohtalaiset. Käsikirja ei ole selkeä eikä kovin ymmärrettävä.
Ryhmätentin arvosana on 3-4.

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

Johtamisen käsikirjassa on erinomaisesti hyödynnetty vähintään 10 lähdettä. Omat esimerkit ja pohdinta ovat hyvät ja perustellut. Käsikirja on selkeä ja ymmärrettävä.
Ryhmätentin arvosana on 4-5.

Objectives (course unit)

Students are able to:
- plan the technology project execution in a sensible and workable manner
- use project management software right and fluently
- forecast technology project resources, timing and tasks
- forecast technology project finish time and end cost
- modify project according to technology, constructors and suppliers
- modify their project when the situation changes

Content (course unit)

The students are able to plan, implement and manage demanding projects. Required skills are reached when students can create realistic project plans to supervise, forecast the project and manage project change.
- project management achievements
- project management terminology
- organizing projects
- project management skill areas (according to Ipma)
- project benefits and goals
- project life cycle and work break down structure
- project schedule, resourcing and costing
- project risk management
- project cost management (earned value, pert chart and committed cost)
- good practices
- project portfolio management
- project models and project management development

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

The student's project plan is incomplete. Various sections have not been done theoretically right. Schedule is static and becomes a mess with changes.

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

The student's project plan is complete and theoretically correct. Schedule is dynamic and behaves correctly with changes.

Assessment criteria, excellent (5) (course unit)

The student's project plan is complete and theoretically correct. Schedule is dynamic and behaves correctly with changes.Students show also the methods used to supervise and forecast the project outcome. The project plan also accounts for the steering group and other groups.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- find cost information in a complex technology environment
- calculate costs in a complex technology environment
- calculate also value network costs and seek optimal cost level
- determine strategic indicators

Content (course unit)

Student can use figures from management accounting in decision making and knows what to demand from management accounting. Student masters the basics of profitability, cost effectiveness and overhead costing. Student can calculate the cost and added value of an value network. Student knows key customer management and customer based costing and how value is created.
Topics:
Cost management
- trends in macroeconomics and their application in corporation economics
- product cost, total costs and its indicators in engineering and decision making in a multiple product environment
- internal and management accounting
- goal costing in product development and production
- budgeting
- customer profit and pricing strategies
- systems thinking in economics

Further information (course unit)

The course can be in Finnsh or English depednding on the students' language skills. Students from other masters programs are accepted into the course.

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

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report (portfolio) includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / students have also proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / students have also proven that are (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

Assessment criteria, excellent (5) (course unit)

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries) /students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency

Location and time

Conjoint face-to-face processing between participants takes place in class room according to syllabus. Peer-groups decide to themselves the place and time for the peer-group processing, during those weeks which has been agreed to. It is also possible for teacher and students to construct timetable during the course, if need occurs. In case of pandemy teaching will take place with the help of digital tools.

Exam schedules

An exam will be organised only upon joint agreement between responsible teacher and course attendants. Baseline is that no exam will be held on this course (instead peer-groups will provide jointly one portfolio - portfolio process will be explicitly explained in the beginning of the course).

Assessment methods and criteria

The course will be assessed based on a written peer group work (=portfolio). All the rehearsals during the course will affect on the course note if connected to portfolio and presented as part of it. Group size, reporting, modus operandi, all will be closer discussed on first classes. NOTICE! With a joint agreement between teacher and students any part of the course can become subject to modifications. The grading will take place by teacher reflecting the (through Urkund's / TURNITIN's plagiation prevention platform) delivered final portfolio against Bloom's taxonomy - depending which level the peer-group members have achieved with their portfolio, decides for the note. NOTICE! Peer-groups are entitled to fire such a member who, regardless of exhortations is unable to follow the guidelines, agreed upon by the peer-group internally. Such a (dismissed) member's note for the course will be zero (0).
The general evaluation criterias of TAMK are considered as well: https://www.tuni.fi/opiskelijanopas/kasikirja/tamk?search=arviointi&page=2198

Assessment scale

0-5

Teaching methods

Processive learning, interactive discussions, rehearsals (written & oral). Can include also other type of activities

Learning materials

Teacher will define material to be used in the beginning of the course. During the entire course e-material will be provided and updated in cloud (/Moodle or equivalent platform). Each student is strongly encouraged on individual, preferably most focused, relevant data mining from any chosen source (dissertations / articles / magazines / literature / media / interviews / web) - the use of such sources will be further addressed and explained in the beginning of course.

Student workload

Course entity is thus planned that student's time usage equals at each time Tamk's preset requirement. Face-to-face occurring class room educational activities is only a part of the students' work load. Another part of student work is all the processing that takes via peer groups, e.g. in form of discussion, analytical processing of information and additionally continuos development of course report (=portfolio) throughout the course. Third part of students' work is individually performed data mining and principles of knowledge managing - each peer group are urged to agree on peer-group internal rules of conduct to be strictly followed during the entire course.

Content scheduling

Lectures & peergroup weeks take turns during entire course - however, changes to this may occur due to overlapping of excursions, Tamk-activities or other curriculum reasons. In such cases teacher usually informs peergroups by email or other, jointly agreed manner.

Completion alternatives

Should the group noting be rejected (;note = "0"), the peer group can re-edit their written report twice. After third hand-over of the report the entire course will be considered as failed, after which the entire course is to be taken anewly. Missing, single attendances can be substituted by participating any other later remittance on the same course. Out of a special reason a single student can equiponderate mangel on performance with an assignment individually agreed with responsible teacher. Baseline is however (taking notice of the networking-, interaction- and organisation skills) that this course will be carried out in form of a peer group work ONLY - this is to be understood as an emphasis towards individual responsibility acting as a productive member of an peer group.

Practical training and working life cooperation

No practical training is foreseen, but it is preferred that participants actively promote during the entire course their connections and understanding to comply with course outline. All the co-operative measures towards industrial, economic and business life such as direct contacts, interviews, data collecting or own work life practices are considered as additional value for course accomplishing.
Industrial & business cases are usually used as example.

International connections

It is preferred, that participants actively promote during the entire course their international connections and networking. Additionally can be agreed on separate arrangement for students to acquire special knowledge or information recarding international activities.

Further information

Entire course is strictly focused on peer group working, with help of which the presented substance will be reflected towards peer-group chosen portfolio goal. Used pedagogy is processive learning. As active mind setting as possible, parallelly working as a group, is worthwhile - there is a strong correlation between better grading and intensive group work. All the group member will receive equal note of the course. Each group defines their working rules, which team members are obliged to follow the entire duration of the course. Additionally, each group is entitled to expell any fellow teammate that is not honouring jointly established rules.

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

Should a student fail to actively participate throughout the course, such a performance will not be acknowledged. Should a student not have been participating to the portfolio process during any of its lifecycle stages, such a performance will not be acknowledged either (regardless of being enlisted to the course). Each peer-group will agree upon their rules & code of conducting, describing clearly the principles regarding their own working & processing - each peer-group have a right to dismiss/fire such a team member who, regardless of exhortations from the peer-group, has failed to participate on peer-group's work at an acceptable manner. Also: once peer-group will handover their portfolio for final evaluation, they will state the authors of the portfolio on its deck-page - any peer-groupmember's name missing from the deck-page acts as a signal towards teacher that such a student has become dismissed; note for stuch a students = null (0).

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

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report (portfolio) includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / students have also proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / students have also proven that are (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries) /students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- plan the technology project execution in a sensible and workable manner
- use project management software right and fluently
- forecast technology project resources, timing and tasks
- forecast technology project finish time and end cost
- modify project according to technology, constructors and suppliers
- modify their project when the situation changes

Content (course unit)

The students are able to plan, implement and manage demanding projects. Required skills are reached when students can create realistic project plans to supervise, forecast the project and manage project change.
- project management achievements
- project management terminology
- organizing projects
- project management skill areas (according to Ipma)
- project benefits and goals
- project life cycle and work break down structure
- project schedule, resourcing and costing
- project risk management
- project cost management (earned value, pert chart and committed cost)
- good practices
- project portfolio management
- project models and project management development

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

The student's project plan is incomplete. Various sections have not been done theoretically right. Schedule is static and becomes a mess with changes.

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

The student's project plan is complete and theoretically correct. Schedule is dynamic and behaves correctly with changes.

Assessment criteria, excellent (5) (course unit)

The student's project plan is complete and theoretically correct. Schedule is dynamic and behaves correctly with changes.Students show also the methods used to supervise and forecast the project outcome. The project plan also accounts for the steering group and other groups.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- participate in writing a contract
- choose various payment terms
- choose various payment guarantees
- prepare themselves for the situations and arbitration caused by the contract
- work in negotiation teams

Content (course unit)

Student knows the basics of contract law in selected countries and know few model contracts for manufacture, assembly and consulting of technology products. Students know the sales and purchasing negotiations process in an international environment, know how to prepare for negotiations and conduct themselves in demanding sales and purchasing process. Students also know the most common negotiation tactics how to prepare in advance.
Topics:
- several case lectures by industry representatives who present examples and solutions to international challenges
- contract law in Finland and chosen countries
- contract models for various cases
- the most common contract problems
- arbitration
- synchronizing contract, cash flow and delivery
- negotiation process in the international environment, negotiation tactics and preparation before negotiations

Further information (course unit)

The course can be in Finnish or English depending on the students' language skills. Students from other masters programs are accepted into the course.

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

Students recognize the basic principles of general contract law.
Students understand basic differences in contract law between different legal cultures (eg civil law versus common law) and dispute resolution (eg national court vs. arbitration)
The student has made and presented his report on the subject closely.
The student has completed the sales part of the course and challenging negotiating situations and the main features of international project activities.

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

The student understands the basic principles of general contract law.
The student understands the fundamental differences in contract law between different legal cultures (eg civil law versus common law) and dispute resolution (eg national court vs. arbitration) and is able to apply the lessons learned in working life and working in an international environment.
The student has made and presented a report on the subject, which has a clear working life connection and / or connection with the international operating environment.
The student has completed the sales part of the course and challenging negotiating situations and the main features of international project activities.

Assessment criteria, excellent (5) (course unit)

The student understands the key principles of general contract law.
The student understands the fundamental differences in contract law between different legal cultures (eg civil law versus common law) and dispute resolution (eg national court versus arbitration) and is able to apply the lessons learned in working life and in an international environment.
The student has made and presented a report on the subject, which has a clear working life connection and a connection to the international operating environment. In addition, the report is interesting and provides clear added value to other students.
The student has completed the sales part of the course and challenging negotiating situations and the main features of international project activities.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- find cost information in a complex technology environment
- calculate costs in a complex technology environment
- calculate also value network costs and seek optimal cost level
- determine strategic indicators

Content (course unit)

Student can use figures from management accounting in decision making and knows what to demand from management accounting. Student masters the basics of profitability, cost effectiveness and overhead costing. Student can calculate the cost and added value of an value network. Student knows key customer management and customer based costing and how value is created.
Topics:
Cost management
- trends in macroeconomics and their application in corporation economics
- product cost, total costs and its indicators in engineering and decision making in a multiple product environment
- internal and management accounting
- goal costing in product development and production
- budgeting
- customer profit and pricing strategies
- systems thinking in economics

Further information (course unit)

The course can be in Finnsh or English depednding on the students' language skills. Students from other masters programs are accepted into the course.

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

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report (portfolio) includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / students have also proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / students have also proven that are (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

Assessment criteria, excellent (5) (course unit)

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries) /students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency

Location and time

Conjoint face-to-face processing between participants takes place in class room according to syllabus. Peer-groups decide to themselves the place and time for the peer-group processing, during those weeks which has been agreed to. It is also possible for teacher and students to construct timetable during the course, if need occurs. In case of pandemy teaching will take place with the help of digital tools.

Exam schedules

An exam will be organised only upon joint agreement between responsible teacher and course attendants. Baseline is that no exam will be held on this course (instead peer-groups will provide jointly one portfolio - portfolio process will be explicitly explained in the beginning of the course).

Assessment methods and criteria

The course will be assessed based on a written peer group work (=portfolio). All the rehearsals during the course will affect on the course note if connected to portfolio and presented as part of it. Group size, reporting, modus operandi, all will be closer discussed on first classes. NOTICE! With a joint agreement between teacher and students any part of the course can become subject to modifications. The grading will take place by teacher reflecting the (through Urkund's / TURNITIN's plagiation prevention platform) delivered final portfolio against Bloom's taxonomy - depending which level the peer-group members have achieved with their portfolio, decides for the note. NOTICE! Peer-groups are entitled to fire such a member who, regardless of exhortations is unable to follow the guidelines, agreed upon by the peer-group internally. Such a (dismissed) member's note for the course will be zero (0).
The general evaluation criterias of TAMK are considered as well: https://www.tuni.fi/opiskelijanopas/kasikirja/tamk?search=arviointi&page=2198

Assessment scale

0-5

Teaching methods

Processive learning, interactive discussions, rehearsals (written & oral). Can include also other type of activities

Learning materials

Teacher will define material to be used in the beginning of the course. During the entire course e-material will be provided and updated in cloud (/Moodle or equivalent platform). Each student is strongly encouraged on individual, preferably most focused, relevant data mining from any chosen source (dissertations / articles / magazines / literature / media / interviews / web) - the use of such sources will be further addressed and explained in the beginning of course.

Student workload

Course entity is thus planned that student's time usage equals at each time Tamk's preset requirement. Face-to-face occurring class room educational activities is only a part of the students' work load. Another part of student work is all the processing that takes via peer groups, e.g. in form of discussion, analytical processing of information and additionally continuos development of course report (=portfolio) throughout the course. Third part of students' work is individually performed data mining and principles of knowledge managing - each peer group are urged to agree on peer-group internal rules of conduct to be strictly followed during the entire course.

Content scheduling

Lectures & peergroup weeks take turns during entire course - however, changes to this may occur due to overlapping of excursions, Tamk-activities or other curriculum reasons. In such cases teacher usually informs peergroups by email or other, jointly agreed manner.

Completion alternatives

Should the group noting be rejected (;note = "0"), the peer group can re-edit their written report twice. After third hand-over of the report the entire course will be considered as failed, after which the entire course is to be taken anewly. Missing, single attendances can be substituted by participating any other later remittance on the same course. Out of a special reason a single student can equiponderate mangel on performance with an assignment individually agreed with responsible teacher. Baseline is however (taking notice of the networking-, interaction- and organisation skills) that this course will be carried out in form of a peer group work ONLY - this is to be understood as an emphasis towards individual responsibility acting as a productive member of an peer group.

Practical training and working life cooperation

No practical training is foreseen, but it is preferred that participants actively promote during the entire course their connections and understanding to comply with course outline. All the co-operative measures towards industrial, economic and business life such as direct contacts, interviews, data collecting or own work life practices are considered as additional value for course accomplishing.
Industrial & business cases are usually used as example.

International connections

It is preferred, that participants actively promote during the entire course their international connections and networking. Additionally can be agreed on separate arrangement for students to acquire special knowledge or information recarding international activities.

Further information

Entire course is strictly focused on peer group working, with help of which the presented substance will be reflected towards peer-group chosen portfolio goal. Used pedagogy is processive learning. As active mind setting as possible, parallelly working as a group, is worthwhile - there is a strong correlation between better grading and intensive group work. All the group member will receive equal note of the course. Each group defines their working rules, which team members are obliged to follow the entire duration of the course. Additionally, each group is entitled to expell any fellow teammate that is not honouring jointly established rules.

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

Should a student fail to actively participate throughout the course, such a performance will not be acknowledged. Should a student not have been participating to the portfolio process during any of its lifecycle stages, such a performance will not be acknowledged either (regardless of being enlisted to the course). Each peer-group will agree upon their rules & code of conducting, describing clearly the principles regarding their own working & processing - each peer-group have a right to dismiss/fire such a team member who, regardless of exhortations from the peer-group, has failed to participate on peer-group's work at an acceptable manner. Also: once peer-group will handover their portfolio for final evaluation, they will state the authors of the portfolio on its deck-page - any peer-groupmember's name missing from the deck-page acts as a signal towards teacher that such a student has become dismissed; note for stuch a students = null (0).

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

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report (portfolio) includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / students have also proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / students have also proven that are (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries) /students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- build a team for their own use
- recognize their own leadership profile and develop it
- motivate team members
- assess the impact of their own behavior on team members
- explain the team members' behavior to themselves in a constructive manner

Content (course unit)

Students know the work psychology needed in organisation changes and development and can use their knowledge in planning supervisory actions, changes and development. Students know the psychology related to know how development and can use their knowledge in developing organisation know how.
Topics:
- strategic managment and leadership
- personality and leadership
- recognizing motivation and motivation development
- team composition and personality
- leadership in expert organisations
- human beahavior in organisations and during changes

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

The student has a first understanding of how to lead experts in technology organizations. The participant is able to list the key areas of leadership, but is unable to apply them to his / her own work or previous experience, or to solve challenging managerial situations.

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

The student has a clear understanding of leading the experts in technology organizations. The participant is able to list the key areas of leadership and is able to apply them to some extent to their own work or previous experiences and to solving challenging managerial situations.

Assessment criteria, excellent (5) (course unit)

The student has an excellent understanding of leading the experts in technology organizations. The participant is able to apply and further develop the key areas of leadership in both his own work and solving challenging managerial situations with others. The participant is able to reflect on his / her own activities and skills in a versatile way, and develop his / her own activities from the management perspective.

Location and time

YTJ:n opintosuunnitelman mukainen

Exam schedules

- Viimeisellä lähikerralla on ryhmätentti , joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta
- Hyvän Johtamisen Käsikirja, joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta

Assessment methods and criteria

Henkilöstövoimavarojen johtamisen käsikirjan laatiminen, 50 %, arviointi 0-5
Ryhmätentin suorittaminen, 50 %, arviointi 0-5

Assessment scale

0-5

Teaching methods

- Interaktiiviset luennot
- Yksilöllinen opiskelu
- Ryhmäkeskustelut
- Vertaispalaute
- Ryhmätentti
- "Huipputunnit", joiden sisällön opiskelijat suunnittelevat ja toteuttavat itse

Learning materials

Oppimateriaali ja kirjallisuus annetaan erikseen luennolla ja on saatavissa Moodlesta

Student workload

5 op = 135 tuntia opiskelua, joka jakautuu syksylle 2021 ja 2022

Content scheduling

Sisällön jaksotus löytyy Moodlesta

Completion alternatives

Ei valinnaisia tapoja

Practical training and working life cooperation

Opetuksen esimerkit ja tehtävät ovat soveltavia kunkin osallistujan omaan työhön

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

Opiskelija ei ole osallistunut kaikille lähikerroille
Johtamisen käsikirja on vaillinainen tai puuttuu
Ryhmätenttiin ei ole osallistuttu

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

Johtamisen käsikirjassa on hyödynnetty vähempää kuin kolmea lähdettä. Omat esimerkit ja pohdinta puuttuvat tai on hyvin heikkoa. Käsikirja ei ole selkeä eikä ymmärrettävä.
Ryhmätentin arvosana on 1-2.

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

Johtamisen käsikirjassa on hyödynnetty vähintään 4-9 lähdettä. Omat esimerkit ja pohdinta ovat kohtalaiset. Käsikirja ei ole selkeä eikä kovin ymmärrettävä.
Ryhmätentin arvosana on 3-4.

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

Johtamisen käsikirjassa on erinomaisesti hyödynnetty vähintään 10 lähdettä. Omat esimerkit ja pohdinta ovat hyvät ja perustellut. Käsikirja on selkeä ja ymmärrettävä.
Ryhmätentin arvosana on 4-5.

Objectives (course unit)

Students are able to:
- recognize behavioral impact of cultural values in their own and others' behavior
- identify some work place problems caused by cultural differences
- solve some problems caused by cultural differences in the technology environment
- seek information and solutions for problems caused by cultural differences
- manage problems caused by cultural differences using risk management methods

Content (course unit)

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her. Student has generated a model to improve his or hers international know how. Student can lead workers with different cultural background and organize while observing cultural differences. Student can create motivation, commitment and trust in an international project.
- value model of cultures by S.H. Schwartz
- information from multiple cultural studies
- leadership in a multicultural working environment
- multicultural organization models
- specifics of international projects
- risks of international projects

Further information (course unit)

Course can be in Finnish or English according to the students language skills. Students from other masters' programs are accepted to the course.

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

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her.

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

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her. Student has generated a model to improve his or hers international know how.

Assessment criteria, excellent (5) (course unit)

Students know the structure of a culture and the values, beliefs and cognitive processes of some cultures that are relevant to him or her. Student has generated a model to improve his or hers international know how. Student can lead workers with different cultural background and organize while observing cultural differences. Student can create motivation, commitment and trust in an international project.

Assessment scale

0-5

Objectives (course unit)

The students are able to develop the competence management of an organisation's collaboration networks or management in general. They can apply the skills and knowledges they have learnt during their studies. The students display their capabilities of implementing and reporting a demanding development project.

Content (course unit)

- students make the research plan right in the beginning of studies
- research method (qualitative and quantitative)
- data collection methods and reliability (internal and external)
- logical reasoning and the most common logigal faults
- Finnish language and writing skills
- seminars
- tutoring

Further information (course unit)

The students find the topic for the development task themselves and the customer organisation names a contact person for the development task from their organisation. The Master's theses are public. If the student wishes to use confidential back-ground material, they must consult the instructor of their Master's thesis about it. Participation in the seminars is mandatory. In order to receive the degree, students have to write an articel of the topic of their Master'sl thesis project. The article demonstrates sufficient knowledge of the field and proficiency in the Finnish or Swedish language. The Master's thesis must be completed and approved by end of the 6th period from the beginning of the studies.

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

According to University's common thesis criteria.

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

According to University's common thesis criteria.

Assessment criteria, excellent (5) (course unit)

According to University's common thesis criteria.

Assessment scale

0-5