Study Guide

Objectives (course unit)

In this course, the participants familiarize themselves with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis. The course will introduce participants to the various research paradigms for the discipline. The module will consider the differences between ‘academic’ and ‘practitioner-based’ research and enquiry and the importance of methodology.

After completing the course, the participants will be able to:

- know concepts, nature, rules and ethics of academic research
- know some of the most common research approaches and methods
- analyse academic texts
- plan the research process effectively
- build a meaningful structure for their thesis
- apply concepts of academic research in their own Master’s thesis
choose and apply suitable research approach and methods

Content (course unit)

Concepts in academic research
Most common research approaches and methods
Structure of academic research
Academic research process
Research plan

Assessment criteria, pass/fail (course unit)

The student understands the overall process of designing a research project from the beginning to the final report. The student can identify ethical issues in research and knows the difference between quantitative and qualitative research. The student is familiar with the criteria for evaluating the quality of a research project. The student can articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. The student is familiar with basic data collection and analysis methods and can write a research proposal.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

In this course, the participants familiarize themselves with the environmental, economic, and technical elements related to the circular economy (CE) value chains. They understand the role of different stakeholders, decision-making processes, and communication in the development work. The students explore both possibilities and barriers and risks involved in the development of circular economy value chains. Participants innovate value creation related to consumer's role and engagement in CE value chain.

After completing the course, the participants can:
- describe important elements, processes, and stakeholders in the development of CE value chains
- explain the opportunities, barriers, and risks in CE value chain development
- adopt the consumer-centered approach in development
- innovate consumer engagement activities in value creation

Content (course unit)

Basics of materials, design, manufacturing, residue management and valorization as well as logistics, sorting and recycling systems in CE value chain
Stakeholders and decision making
Customer’s role and engagement in CE development

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

The student can name and define elements, processes, and actors of the circular economy value chain. The student recognizes the barriers and risks in the CE value chain development. The student can, with the help of others, solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is limited.

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

The student can explain elements, processes, and actors of the circular economy value chain and compare different value chains. The student understands the barriers and risks in the CE value chain development and can suggest improvements. The student can select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is clear.

Assessment criteria, excellent (5) (course unit)

The student can analyze and generalize elements, processes, and actors of the circular economy value chain and relate to the professional context. The student understands the barriers and risks in the CE value chain development and understands extensive entities and relations between them. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new ones. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student has an active and facilitative role in the innovation process and understanding about customer’s role in the CE value chain.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants build a financial mindset. They recognise the importance of profitable business by adapting the relevant topics and key factors in accounting. The course works as a starting point of financial management skills for those without previous knowledge but also as repetition for students with financial background to widen expertise in the field of finance.

After completing the course, the participants can:
- analyse financial situation of a company (profitability, liquidity, solvency)
- execute financial planning
- apply financial tools at work
- plan and execute actions for turnaround projects

Content (course unit)

Practices and tools for financial planning
Profitability, liquidity and solvency practices and tools
Practices and tools for analysis of the financial situation of a company

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

The student can identify 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 can read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at a basic level. Students can give and receive feedback and take responsibility as an individual learner. The student can act as part of a team under supervision, and he recognizes his level of interaction.

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

The student can 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 the need for profitable business. The student can measure financial performance based on public financial information. Student gives and receives constructive feedback, operates in professional manner by recognizing relevant scope and needs, develops his interaction skills, adding value to the team and takes responsibility

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in a professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences, and opinions. The student can 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.

Assessment scale

0-5

Objectives (course unit)

Understand the Fundamentals of Corporate Sustainability Reporting:
- Define corporate sustainability and its importance.
- Identify key frameworks and standards (e.g., GRI, SASB, TCFD).
- Analyze the role of sustainability reporting in enhancing corporate transparency and accountability.

Evaluate the Impact of Sustainability Reporting:
- Assess the impact of sustainability reporting on corporate reputation and stakeholder trust.
- Analyze case studies of successful sustainability reporting.
- Understand the challenges and limitations of sustainability reporting.

Integrate Sustainability Reporting with Business Practices:
- Explore how sustainability reporting can be integrated into overall business strategy.
- Identify opportunities for improving sustainability performance through reporting.
- Develop strategies for continuous improvement in sustainability reporting.

Assessment scale

0-5

Objectives (course unit)

The course provides the basics of Finnish language and culture (estimated level A1.2)

After completing the course, the students will be able to:

Use the basic structure of Finnish.
Manage in Finnish in basic situations like simple shopping and travelling.
Learn to build up their vocabulary.
Know forms of politeness in Finnish.
Know how to write brief messages connected to everyday life.

Content (course unit)

How is Finnish pronounced?
Why do I need to pay attention to how words are written?
How to make simple statements, ask questions and answer them?
How to write short messages in Finnish?
What to say in situations like shopping, travelling in Finland?
How to be polite, and build up small talk in Finnish?

Assessment scale

0-5

Objectives (course unit)

After completing the course, the participants can:
- describe the fundamentals of the Finnish industry scene; the different sectors and their impact on the Finnish economy and society
- understand the (mega)trends affecting the industry, especially in respect to responsibility, circular economy, and people & competence management
- define how responsibility and circular economy is implemented in case companies
- understand the concept of Risk Management and how Risk Management is practiced within businesses
- understand the “ground rules” of the Finnish working life, its key players and stakeholders
- understand the scope and strengths of active and long term stakeholder collaboration between industry and higher education institutes (eg. in R&D, teaching, graduate employability and other themes)
- identify the competence requirements valued in the Finnish industry and working life
- identify the means and practices used by companies and businesses to develop the competence of their workforce
- understand the need of international experts and the added value they can bring to the Finnish society, and how internationals can enhance their employability in Finland

Content (course unit)

Course contents
- Finnish industry “in a nutshell”; the sectors and their impact on the economy and society
- Trends affecting the industry, especially in respect to circular economy and people & competence management
- Risk Management, Responsibility and Circular Economy implementation in case companies
- “Ground Rules” of the Finnish working life, its key players and stakeholders
- Stakeholder collaboration between industry and higher education institutes in themes such as R&D, teaching and graduate employability
- Skills and competences valued in the Finnish industry and working life
- Competence development, people management and leadership
- Need of international experts and the added value they can bring to the Finnish society
- Employability of internationals in Finland

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

The student can recognize and define the topics and concepts described in the above learning outcomes. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. The student takes responsibility for her/his own work.

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

The student can explain the topics and concepts described in the above learning outcomes and describe things in relation to one another. The student can apply his/her previous experience and learnings as well as relevant sources of information in order to produce the understanding. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment criteria, excellent (5) (course unit)

Student can analyze the topics and concepts described in the above learning outcomes, generalize and relate them to the professional context. The student can apply his/her previous experience and learnings as well as relevant sources of information in order to produce the understanding and is also capable to understand different viewpoints and debate on the topics. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

In this course, participants create mutual understanding on how the circular economy (CE) and risk management are interconnected. They explore the relation of both CE and risk management to sustainable development and the to need for systemic change. Participants will explore the transition from linear to circular economy, by using current concepts, solutions, and ecosystems created to promote the CE. As an important part of the course, the participants will familiarize themselves with risk management and how to identify, assess, and prioritize risks in different contexts. Participants learn how to search CE and risk management related literature from various sources and learn how to analyse and assess the reliability of different information sources. The assignments aim to support the use of versatile information sources and analysis of the materials from different viewpoints.

After completing the course, the participants can:
- Utilize various sources to find research-based information
- Explain current research-based knowledge of CE
- Analyze current concepts, solutions, and ecosystems of CE
- Describe risk management tools and processes
- Interpret connections between CE and risk management
- Suggest improvements for current CE concepts, solutions, and ecosystems

Content (course unit)

Information sources and searches
Current knowledge of CE
CE concepts, solutions, and ecosystems
Terminology of risk management
Risk management methods and tools
Implementation of risk management processes

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

The student can perform routine searches to find research-based information. The student can recognize and define phenomena and basic concepts of circular economy. The student knows the terminology, methods, and basic tools of risk management. The student can, with the help of others, manage to solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to create mutual understanding about interconnection of CE and risk management remains unclear and limited.

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

The student can perform searches of research-based information from various sources and explain and compare results in a logical way and can assess the reliability of the sources. The student can structure relations between field-related phenomena and the existing CE knowledge and concepts. Student can explain the terminology, methods, and tools of risk management and apply the knowledge. The student can apply research-based information to assigned tasks and select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. The student can cooperate responsibly and is committed to creating mutual understanding about interconnections between CE and risk management.

Assessment criteria, excellent (5) (course unit)

The student can find research-based information from various sources and analyze and generalize and conceptualize the information. The student can relate the information to the professional context and is able to discuss the contents in an objective way. The student understands the terminology, methods, and tools for risk management and how to apply them professionally. The student can apply research-based information to assigned tasks in a versatile way and is able to select the most appropriate courses of actions from diverse options and justify his/her choice and try new courses of action. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction to create mutual understanding about interconnections between CE and risk management.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

In this course, the participants explore leadership practices and intercultural communication skills in situations where the goal is to make a change - either big or small. They understand the challenges and opportunities when working in multicultural environment and learn about crisis management. The participants will understand various challenges in pursuing sustainability. They will gain an overview of how to understand, govern and lead complex change processes and understand factors that are leading transformation processes in society. The participants will also identify competences needed in sustainability leadership and evaluate their competences as a leader in a circular economy project.

After completing the course, participants can:
- describe leadership practices needed when engaging others
- explain the importance of intercultural communication
- apply leadership and communication skills in crises management
- analyse success elements and fails of sustainability project
- reflect own strengths and development goals as a leader

Content (course unit)

Leadership practices and competences
Change management
Intercultural communication
Management of crises situations
Self-assessment of leadership competence

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

The student recognizes and defines leadership practices and intercultural communication skills when engaging others. The student can name the essential elements of intercultural communication and leadership in crisis management. The student can work in a group, takes responsibility of her/his own work, and manages the assigned tasks with routine performance. 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 leadership practices and intercultural communication skills when engaging others. The student can apply intercultural communication and leadership skills in sustainability and crisis management. The student takes responsibility and commits to the group activities in addition to his/her own work and considers and assesses things both from his/her and the close community's viewpoint. The student can give and receive feedback actively and constructively.

Assessment criteria, excellent (5) (course unit)

The student can relate leadership practices and intercultural communication skills to the professional context. The student can apply intercultural communication and leadership skills in sustainability and crisis management and assess diverse solution alternatives. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction. The student uses feedback systematically as a professional growth tool and assesses himself/herself and task.

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

In this course, the participants familiarize themselves with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis. The course will introduce participants to the various research paradigms for the discipline. The module will consider the differences between ‘academic’ and ‘practitioner-based’ research and enquiry and the importance of methodology.

After completing the course, the participants will be able to:

- know concepts, nature, rules and ethics of academic research
- know some of the most common research approaches and methods
- analyse academic texts
- plan the research process effectively
- build a meaningful structure for their thesis
- apply concepts of academic research in their own Master’s thesis
choose and apply suitable research approach and methods

Content (course unit)

Concepts in academic research
Most common research approaches and methods
Structure of academic research
Academic research process
Research plan

Assessment criteria, pass/fail (course unit)

The student understands the overall process of designing a research project from the beginning to the final report. The student can identify ethical issues in research and knows the difference between quantitative and qualitative research. The student is familiar with the criteria for evaluating the quality of a research project. The student can articulate a research problem, formulate research questions, develop research objectives and build a theoretical framework. The student is familiar with basic data collection and analysis methods and can write a research proposal.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants explore leadership practices and intercultural communication skills in situations where the goal is to make a change - either big or small. They understand the challenges and opportunities when working in multicultural environment and learn about crisis management. The participants will understand various challenges in pursuing sustainability. They will gain an overview of how to understand, govern and lead complex change processes and understand factors that are leading transformation processes in society. The participants will also identify competences needed in sustainability leadership and evaluate their competences as a leader in a circular economy project.

After completing the course, participants can:
- describe leadership practices needed when engaging others
- explain the importance of intercultural communication
- apply leadership and communication skills in crises management
- analyse success elements and fails of sustainability project
- reflect own strengths and development goals as a leader

Content (course unit)

Leadership practices and competences
Change management
Intercultural communication
Management of crises situations
Self-assessment of leadership competence

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

The student recognizes and defines leadership practices and intercultural communication skills when engaging others. The student can name the essential elements of intercultural communication and leadership in crisis management. The student can work in a group, takes responsibility of her/his own work, and manages the assigned tasks with routine performance. 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 leadership practices and intercultural communication skills when engaging others. The student can apply intercultural communication and leadership skills in sustainability and crisis management. The student takes responsibility and commits to the group activities in addition to his/her own work and considers and assesses things both from his/her and the close community's viewpoint. The student can give and receive feedback actively and constructively.

Assessment criteria, excellent (5) (course unit)

The student can relate leadership practices and intercultural communication skills to the professional context. The student can apply intercultural communication and leadership skills in sustainability and crisis management and assess diverse solution alternatives. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction. The student uses feedback systematically as a professional growth tool and assesses himself/herself and task.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants build a financial mindset. They recognise the importance of profitable business by adapting the relevant topics and key factors in accounting. The course works as a starting point of financial management skills for those without previous knowledge but also as repetition for students with financial background to widen expertise in the field of finance.

After completing the course, the participants can:
- analyse financial situation of a company (profitability, liquidity, solvency)
- execute financial planning
- apply financial tools at work
- plan and execute actions for turnaround projects

Content (course unit)

Practices and tools for financial planning
Profitability, liquidity and solvency practices and tools
Practices and tools for analysis of the financial situation of a company

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

The student can identify 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 can read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at a basic level. Students can give and receive feedback and take responsibility as an individual learner. The student can act as part of a team under supervision, and he recognizes his level of interaction.

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

The student can 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 the need for profitable business. The student can measure financial performance based on public financial information. Student gives and receives constructive feedback, operates in professional manner by recognizing relevant scope and needs, develops his interaction skills, adding value to the team and takes responsibility

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in a professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences, and opinions. The student can 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.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the participants can:
- describe the fundamentals of the Finnish industry scene; the different sectors and their impact on the Finnish economy and society
- understand the (mega)trends affecting the industry, especially in respect to responsibility, circular economy, and people & competence management
- define how responsibility and circular economy is implemented in case companies
- understand the concept of Risk Management and how Risk Management is practiced within businesses
- understand the “ground rules” of the Finnish working life, its key players and stakeholders
- understand the scope and strengths of active and long term stakeholder collaboration between industry and higher education institutes (eg. in R&D, teaching, graduate employability and other themes)
- identify the competence requirements valued in the Finnish industry and working life
- identify the means and practices used by companies and businesses to develop the competence of their workforce
- understand the need of international experts and the added value they can bring to the Finnish society, and how internationals can enhance their employability in Finland

Content (course unit)

Course contents
- Finnish industry “in a nutshell”; the sectors and their impact on the economy and society
- Trends affecting the industry, especially in respect to circular economy and people & competence management
- Risk Management, Responsibility and Circular Economy implementation in case companies
- “Ground Rules” of the Finnish working life, its key players and stakeholders
- Stakeholder collaboration between industry and higher education institutes in themes such as R&D, teaching and graduate employability
- Skills and competences valued in the Finnish industry and working life
- Competence development, people management and leadership
- Need of international experts and the added value they can bring to the Finnish society
- Employability of internationals in Finland

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

The student can recognize and define the topics and concepts described in the above learning outcomes. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. The student takes responsibility for her/his own work.

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

The student can explain the topics and concepts described in the above learning outcomes and describe things in relation to one another. The student can apply his/her previous experience and learnings as well as relevant sources of information in order to produce the understanding. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment criteria, excellent (5) (course unit)

Student can analyze the topics and concepts described in the above learning outcomes, generalize and relate them to the professional context. The student can apply his/her previous experience and learnings as well as relevant sources of information in order to produce the understanding and is also capable to understand different viewpoints and debate on the topics. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment scale

0-5

Objectives (course unit)

In this course, participants create mutual understanding on how the circular economy (CE) and risk management are interconnected. They explore the relation of both CE and risk management to sustainable development and the to need for systemic change. Participants will explore the transition from linear to circular economy, by using current concepts, solutions, and ecosystems created to promote the CE. As an important part of the course, the participants will familiarize themselves with risk management and how to identify, assess, and prioritize risks in different contexts. Participants learn how to search CE and risk management related literature from various sources and learn how to analyse and assess the reliability of different information sources. The assignments aim to support the use of versatile information sources and analysis of the materials from different viewpoints.

After completing the course, the participants can:
- Utilize various sources to find research-based information
- Explain current research-based knowledge of CE
- Analyze current concepts, solutions, and ecosystems of CE
- Describe risk management tools and processes
- Interpret connections between CE and risk management
- Suggest improvements for current CE concepts, solutions, and ecosystems

Content (course unit)

Information sources and searches
Current knowledge of CE
CE concepts, solutions, and ecosystems
Terminology of risk management
Risk management methods and tools
Implementation of risk management processes

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

The student can perform routine searches to find research-based information. The student can recognize and define phenomena and basic concepts of circular economy. The student knows the terminology, methods, and basic tools of risk management. The student can, with the help of others, manage to solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to create mutual understanding about interconnection of CE and risk management remains unclear and limited.

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

The student can perform searches of research-based information from various sources and explain and compare results in a logical way and can assess the reliability of the sources. The student can structure relations between field-related phenomena and the existing CE knowledge and concepts. Student can explain the terminology, methods, and tools of risk management and apply the knowledge. The student can apply research-based information to assigned tasks and select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. The student can cooperate responsibly and is committed to creating mutual understanding about interconnections between CE and risk management.

Assessment criteria, excellent (5) (course unit)

The student can find research-based information from various sources and analyze and generalize and conceptualize the information. The student can relate the information to the professional context and is able to discuss the contents in an objective way. The student understands the terminology, methods, and tools for risk management and how to apply them professionally. The student can apply research-based information to assigned tasks in a versatile way and is able to select the most appropriate courses of actions from diverse options and justify his/her choice and try new courses of action. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student can cooperate responsibly, flexibly, and constructively and develops his/her own and the group's interaction to create mutual understanding about interconnections between CE and risk management.

Assessment scale

0-5

Objectives (course unit)

The course provides the basics of Finnish language and culture (estimated level A1.2)

After completing the course, the students will be able to:

Use the basic structure of Finnish.
Manage in Finnish in basic situations like simple shopping and travelling.
Learn to build up their vocabulary.
Know forms of politeness in Finnish.
Know how to write brief messages connected to everyday life.

Content (course unit)

How is Finnish pronounced?
Why do I need to pay attention to how words are written?
How to make simple statements, ask questions and answer them?
How to write short messages in Finnish?
What to say in situations like shopping, travelling in Finland?
How to be polite, and build up small talk in Finnish?

Assessment scale

0-5

Objectives (course unit)

In this course, the participants familiarize themselves with the environmental, economic, and technical elements related to the circular economy (CE) value chains. They understand the role of different stakeholders, decision-making processes, and communication in the development work. The students explore both possibilities and barriers and risks involved in the development of circular economy value chains. Participants innovate value creation related to consumer's role and engagement in CE value chain.

After completing the course, the participants can:
- describe important elements, processes, and stakeholders in the development of CE value chains
- explain the opportunities, barriers, and risks in CE value chain development
- adopt the consumer-centered approach in development
- innovate consumer engagement activities in value creation

Content (course unit)

Basics of materials, design, manufacturing, residue management and valorization as well as logistics, sorting and recycling systems in CE value chain
Stakeholders and decision making
Customer’s role and engagement in CE development

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

The student can name and define elements, processes, and actors of the circular economy value chain. The student recognizes the barriers and risks in the CE value chain development. The student can, with the help of others, solve assigned tasks. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is limited.

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

The student can explain elements, processes, and actors of the circular economy value chain and compare different value chains. The student understands the barriers and risks in the CE value chain development and can suggest improvements. The student can select the most appropriate courses of actions from diverse options and justify his/her choice. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. Commitment to collaborative innovation process and understanding about customer’s role in the CE value chain is clear.

Assessment criteria, excellent (5) (course unit)

The student can analyze and generalize elements, processes, and actors of the circular economy value chain and relate to the professional context. The student understands the barriers and risks in the CE value chain development and understands extensive entities and relations between them. The student can search for diverse courses of action and solution alternatives, justify his/her choices and try new ones. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student has an active and facilitative role in the innovation process and understanding about customer’s role in the CE value chain.

Assessment scale

0-5

Objectives (course unit)

Understand the Fundamentals of Corporate Sustainability Reporting:
- Define corporate sustainability and its importance.
- Identify key frameworks and standards (e.g., GRI, SASB, TCFD).
- Analyze the role of sustainability reporting in enhancing corporate transparency and accountability.

Evaluate the Impact of Sustainability Reporting:
- Assess the impact of sustainability reporting on corporate reputation and stakeholder trust.
- Analyze case studies of successful sustainability reporting.
- Understand the challenges and limitations of sustainability reporting.

Integrate Sustainability Reporting with Business Practices:
- Explore how sustainability reporting can be integrated into overall business strategy.
- Identify opportunities for improving sustainability performance through reporting.
- Develop strategies for continuous improvement in sustainability reporting.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5