Business Design (Master) (5 cr)

Objectives (course unit)

Learners can design a better business and can master business design facilitation, can create future vision, can master observation and questioning, can master understand and knowledge building, can master ideation, prototyping, and validation in business experimentation.

Location and time

eLearning during summer2024 Studying in Business Design requires sufficient time resources from students.

Assessment methods and criteria

Assessment in Business design is based on level of competences in different learning assignments.

Assessment scale

1-5

Teaching methods

In Business Design studies learner will apply service and business design processes and methods in real life challenge of her/his choice. Core content is the double loop design and learning process in different phases: preparation, point of view, building understanding, generating ideas, designing protype and validation of hypothesis in business experimentations. The following topics are learned: screenplay, team building, bold step visioning, cover stroy visioning, design criteria, storytelling, customer journey, value proposition, business environment, business model, creative matrix, wall of ideas, innovation matrix, sketching, prototyping, risk assumption analysis, business experiments, validation and investment assessment.

Learning materials

Relevant literature for the Business Design studies are among others: Hassi, L., Paju, S. ja Maila, R. Kehitä kokeillen. Organisaation käsikirja. Helsinki: Talentum Pro. Knapp, J., Zeratsky, J., and Kowitz, B. (2016). Sprint. How to solve big problems and test new ideas in just five days. Google Ventures. Lewrick, M., Link, P., and Leifer, L. (2018). The design thinking playbook. Mindful digital transformation for teams, products, services, businesses and ecosystems. New Jersey; John Wiley & sons. Osterwalder, A. and Pigneur, Y. (2010). Business Model Generation. A Handbook for visionaries, game changers and challengers. New Jersey: John Wiley & Sons. Inc. Osterwalder, A., Pigneur Y., Brenarda, G. and Smith, A. (2014). Value proposition design. How to create products and services cusmtoer wants. Get started with value proposition design. New Jersey: John Wiley & Sons. Inc. Sarvas, R., Nevanlinna H. ja Pesonen J. (2016). Lean service creation. leanservicecreation.com. The handbook V1.7. Futurice. van der Pijl, P., Lokitz, J., and Solomon, L. (2016). Design a better business. New tools, skills, and mindset for strategy and innovaton. New Jersey: John Wiley & Sons

Student workload

https://hamk.opinto-opas.fi/coursedescription/91287?lang=en

Further information

Bring Your Own Device means using your own devices while studying or working on college premises. Learning at HAMK can be independent of time and classroom. Electronic learning materials are used in the study. HAMK’s Spark feedback system opens 7 days before the course/module ends and it stays open for 14 days after the end date. You may give course/module feedback via Pakki. A notification of the courses/modules (to whomyou have registered)for which feedback can be given appears on the desktop. You will always receive a notification on the student desktop when a course/module is ready for feedback. You will receive a reminder in HAMK's e-mail on the end date of the implementation, if you have not already given feedback before. For more information on course/module feedback, see the student feedbackpage.