Study Guide

Learning outcomes

The student is able to
- recognize the consumer behavior offline and online (per main demographics)
- plan data collection pointsand methods online
- analyze data (e.g. aggregation, trends, comparison)
- visualize results (e.g. dashboards)
- plan consumer activation methods based on data

Teaching methods

This course will be organized at Tikkurila campus and partly online. All needed material is in Canvas- platform.

After taking the course you are able to:
-recognize the consumer behavior offline and online (per main demographics)
-plan data collection points and methods online
-analyze data (e.g. aggregation, trends, comparison)
-visualize results (e.g. dashboards)
-plan consumer activation methods based on data

Location and time

This course will be organized at Tikkurila campus and partly online. All needed material is in Canvas- platform.

Learning materials and recommended literature

All material needed will be found in Canvas platform for enrolled and accepted students. The course assignments include Analytics -exams and certifications.

Co-operation with working life and/or RDI

Individual work is related to project's GA data

Forms of internationality

Study unit is suitable for Laurea exchange students and for Laurea students abroad.

Students workload

Some self-paced studies, e.g. certificates.

Content and scheduling

-recognize the consumer behavior offline and online (per main demographics)
-plan data collection points and methods online
-analyze data (e.g. aggregation, trends, comparison)
-visualize results (e.g. dashboards)
-plan consumer activation methods based on data

Grading scale

H-5

Evaluation criteria, satisfactory (1-2)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

Learning outcomes

The student is able to
- recognize the consumer behavior offline and online (per main demographics)
- plan data collection pointsand methods online
- analyze data (e.g. aggregation, trends, comparison)
- visualize results (e.g. dashboards)
- plan consumer activation methods based on data

Evaluation criteria, satisfactory (1-2)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

Learning outcomes

The student is able to
- use enterprise systems, particularly ERP (Enterprise Resource Planning) systems
- integrate business processes and enterprise systems
- give value to the processes of acquiring, implementing, maintaining and operating

Teaching methods

Having completed the study unit the student is able to
• use enterprise systems, particularly ERP (Enterprise Resource Planning) systems
• integrate business processes and enterprise systems
• give value to the processes of acquiring, implementing, maintaining and operating

Contents and Methods
Theory - Lectures and Exam- Topics :
- Management Information systems - their importance in business
- Business Processes and Information system
- Types information systems

Individual Assignments - Online- MS Learn
- Microsoft Dynamics 365 ERP and CRM

Learning materials and recommended literature

Online exam is based on:
Laudon&Laudon, Management Information Systems: Managing the Digital Firm, Ed9-14, the following chapters
Ch1 Information systems in Global Busines Today
Ch 2 Global E-business and Collaboration
Ch 3 Information Systems, Organizations and Strategy
Ch 9 Achieving Operational Excellence and Customer Intimacy: Enterprise Applications
and other material TBA (see Canvas) 

Content and scheduling

Lectures (L) and Workshops (W)

1. L Topic: Introduction & Orientation - Compulsory
2. L & W Topic: Information systems and Business Processes
3. L Topic Information systems, ERP and CRM
4. W Topics:
- Dynamics 365 Business Central (D365 BC)
- "D365 BC"- Assignments - Instructions
5. Exam online
6. W Topics:
- D365 Assignment - Support and Q&A
- "Final D365" Assignment - Instructions
7. W Assignments - Support and Q&A

Grading scale

Approved/Failed

Evaluation methods and criteria

Exam 40%
D365 Assignments 30%
D365 Final Assignment 30%

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

In this project we will work with succesful education export project. See more information: https://heicomp.com
-Expanding knowledge of the project in Latin America
-Getting customer understanding, e.g.: Latin America students interviews,
-Using AI
-Designing concrete content in social media (Facebook, LInkedIn)
-We will design how to engage students and teachers to create videos and texts for blogs and social media (e.g.Toolkit)
LECTURER/SUPERVISOR: Tero Uusitalo
The project will be conducted together with another international team (Service Design/ Supervisor Marja Isokangas)

CLIENT
-Brazilian HEICOMP partner company UExperience

NOTE:
There are two Laurea Hyvinkää projects with similar content
HL00BU34-3033/Marja Isokangas (this implementation)
HL00BU34-3021 /Tero Uusitalo
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas
GUIDANCE ONSITE at HYVINKÄÄ CAMPUS!

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE? YOU WILL
- expand your personal and international networks
- learn to work in multicultural environment in practice
- use AI in real business project
- learn modern leadership skills in practice
- learn HR management and motivation
- learn service design methods, tools and mindset





Daytime learning:
An independently studied part (in Canvas) supports the project implementation, but it is important to take part in project teamwork and guidance on campus according to schedule. Studying requires active participation and commitment to interactive project work. You will receive individual feedback for assignments from the teacher, and working life or peer feedback are also utilised.]

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Digital Certificates
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

CLIENT
-Brazilian HEICOMP partner company UExperience

Important dates

Kick-Off (mandatory participation): 16.1.2024, 10-16
- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 10:00-12:00 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 10:00-16:00
10:00-12:00 KickOff the project together with other team
12:00-12:30 Lunch
12:30-14:30 Team roles (without supervisor)
14:30-16:00 KickOff continues with supervisors.

Forms of internationality

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Students workload

The project is especially suitable for exchange students. If you speak Spanish or Portuguese - that would be extra for the project!
Continuous colloborating with employer in Brazil: U.Experience
Virtual meetings / events with Brazilian and Paraguayan students
https://heicomp.com
https://www.instagram.com/stories/heicomp_/

The project is suitable for exchange students.

Content and scheduling

Aims of the project:

U.Experience demands and challenges:
● Increase the number of users on Facebook and LinkedIn
● Get more users from work life and government
● In terms of content, showcase the positive impact of the project on society, academic institutions, market, etc.
● Expand knowledge of the project to other regions of Brazil and Paraguay. It is still very much focused on the cities where the consortium's academic institutions are located.
● In addition to Brazil and Paraguay, reach audiences in other regions of Latin America.
● Suggestions on how to engage students and teachers to create videos and texts for blogs and social media.

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.


In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

PROJECT CONTENT
- Principles of Digital Marketing and Sales
- Translating the target audience insights into a compelling digital marketing strategy
- Crafting tailored content that resonates with the aspirations and challenges of immigrant women seeking employment
> From social media campaigns to content creation, students will explore various digital marketing channels to amplify the impact of the service design initiative
- Using AI in project in real life context
- JOINT-BALTIC project

AIM
The aim is to not only raise awareness but also to create a supportive online environment that connects immigrant women with valuable resources and opportunities.

TASK
The goal is to create a service framework for immigrant women navigating the job market
- fosters inclusivity
- addresses barriers
- enhances the overall experience

NOTE:
There are two Laurea Hyvinkää projects with similar content by Marja Isokangas:
1) Service Design and Sustainability Project HL00BU34-3034
2) Digital Marketing and Sales Project HL00BU35-3031 (this project)
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE?
LEARNING OBJECTIVES:
1. Digital Marketing Mastery: Acquire hands-on experience in crafting and implementing digital marketing strategies tailored to a specific audience.
2. Use of AI in real life project: Developing skills for use of AI.
3. Empathy and Cultural Sensitivity: Cultivate empathy and cultural sensitivity through direct engagement with immigrant women and their unique experiences.
4. Collaborative Teamwork: Hone teamwork and collaboration skills by working closely with counterparts from different disciplines.
5. Social Impact Awareness: Recognize the power of business to drive positive social change and contribute to the empowerment of marginalized communities.

GUIDANCE TAKES PLACE AT HYVINKÄÄ CAMPUS.

-----

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Digital Marketing and Sales
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

WORKING LIFE PARTNER: Empowering Immigrant Women in the Workforce-Project
Funder of Project: the Central Baltic 2021-2027
CENTRAL BALTIC PROJECT.
https://www.laurea.fi/en/projects/c/central-baltic-mentoring-for-migrant-women-seeking-employment/

Important dates

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Forms of internationality

CENTRAL BALTIC PROJECT
EXCHANGE STUDENTS ARE WARMLY WELCOME

Students workload

1 cr. = 26.7 h

Content and scheduling

SCHEDULE
- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 12:30-14:30 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 12:30-16:00
12:30-14:30 KickOff the project together with other team
14:30-16:00 Team roles (without supervisor)

TWO TEAMS TOGETHER MAKE MAGIC HAPPEN
The magic happens when these two teams seamlessly collaborate.
- Regular joint sessions will facilitate the exchange of ideas, ensuring that the service design principles are accurately translated into the digital marketing strategy.
- Through this synergy, students will learn the importance of interdisciplinary collaboration, effective communication, and adapting strategies based on real-time feedback.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

PROJECT CONTENT
- Principles of service design
- Exploring methodologies to understand the unique needs, challenges, and aspirations of immigrant women in the workforce
- Using research methods: interviews, and empathetic analysis Team 1 will gather valuable insights that will serve as the foundation for developing innovative solutions.
- Using AI in project in real life context
- JOINT-BALTIC project

TASK
The goal is to create a service framework for immigrant women navigating the job market
- fosters inclusivity
- addresses barriers
- enhances the overall experience

NOTE:
There are two Laurea Hyvinkää projects with similar content by Marja Isokangas:
1) Service Design and Sustainability Project HL00BU34-3034 (this project)
2) Digital Marketing and Sales Project HL00BU35-3031
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE?
LEARNING OBJECTIVES:
1. Service Design Proficiency: Develop an understanding of service design principles and methodologies.
2. Use of AI in real life project: Developing skills for use of AI.
3. Empathy and Cultural Sensitivity: Cultivate empathy and cultural sensitivity through direct engagement with immigrant women and their unique experiences.
4. Collaborative Teamwork: Hone teamwork and collaboration skills by working closely with counterparts from different disciplines.
5. Social Impact Awareness: Recognize the power of business to drive positive social change and contribute to the empowerment of marginalized communities.

GUIDANCE TAKES PLACE AT HYVINKÄÄ CAMPUS.

-----

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Service Design
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

WORKING LIFE PARTNER: Empowering Immigrant Women in the Workforce-Project
Funder of Project: the Central Baltic 2021-2027
CENTRAL BALTIC PROJECT.
https://www.laurea.fi/en/projects/c/central-baltic-mentoring-for-migrant-women-seeking-employment/

Important dates

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Forms of internationality

CENTRAL BALTIC PROJECT
EXCHANGE STUDENTS ARE WARMLY WELCOME

Students workload

1 cr. = 26.7 h

Content and scheduling

SCHEDULE
- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 12:30-14:30 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 12:30-16:00
12:30-14:30 KickOff the project together with other team
14:30-16:00 Team roles (without supervisor)

TWO TEAMS TOGETHER MAKE MAGIC HAPPEN
The magic happens when these two teams seamlessly collaborate.
- Regular joint sessions will facilitate the exchange of ideas, ensuring that the service design principles are accurately translated into the digital marketing strategy.
- Through this synergy, students will learn the importance of interdisciplinary collaboration, effective communication, and adapting strategies based on real-time feedback.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

PROJECT CONTENT
- Project focuses on export of HEICOMP- project to Latin American universities in Brazil and Paraguai
- HEICOMP project exports Working Life Connected pedagogy (= Project learning in Academic Business and other studies)
- https://heicomp.com

TASK
- Increase the number of users on Facebook and LinkedIn
Get more users from work life and government
In terms of content, showcase the positive impact of the project on society, academic institutions, market, etc.
- Expand knowledge of the project to other regions of Brazil and Paraguay. It is still very much focused on the cities where the consortium's academic institutions are located.
In addition to Brazil and Paraguay, reach audiences in other regions of Latin America.
- Suggestions on how to engage students and teachers to create videos and texts for blogs and social media.

CLIENT
-Brazilian HEICOMP partner company UExperience

NOTE:
There are two Laurea Hyvinkää projects with similar content
HL00BU34-3033/Marja Isokangas (this implementation)
HL00BU34-3021 /Tero Uusitalo
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas
GUIDANCE ONSITE at HYVINKÄÄ CAMPUS!

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE? YOU WILL
- expand your personal and international networks
- learn to work in multicultural environment in practice
- use AI in real business project
- learn modern leadership skills in practice
- learn HR management and motivation
- learn service design methods, tools and mindset

-----

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Service Design
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

CLIENT
-Brazilian HEICOMP partner company U.Experience

Important dates

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Forms of internationality

THE PROJECT IS ESPECIALLY SUITABLE FOR EXCHANGE STUDENTS and if you speak SPANISH OR PORTUGUESE, that's a bonus.

Continuous communication with employer in Brasil (in English): U.Experience.
Virtual meeting also with Brasilian and Paraguaian students.

https://heicomp.com
https://www.instagram.com/stories/heicomp_/

Students workload

1 cr. = 26.7 h

Content and scheduling

- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 10:00-12:00 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 10:00-16:00
10:00-12:00 KickOff the project together with other team
12:00-12:30 Lunch
12:30-14:30 Team roles (without supervisor)
14:30-16:00 KickOff continues with supervisors.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able
- to write about the financial sector and its changes
- to critically process the events taking place in the financial sector and investment market

Grading scale

H-5

Learning outcomes

The student is able to
- analyze the income statement, balance sheet and cash flow statement
- prepare a cash flow statement
- calculate and analyze financial ratios and use industry benchmarks
- make financial forecasts using different methods
- conduct a corporate analysis

Teaching methods

This study unit is online (Canvas) but optional workshops and team meetings are also arranged on campus (Leppävaara).
This implementations includes cooperation with UCLL University of Applied Sciences.

Learning materials and recommended literature

The course book: The Art of Company Valuation and Financial Statement Analysis : A Value Investor's Guide with Real-Life Case Studies. Wiley 2014. Chapters 1-5.
https://ebookcentral.proquest.com/lib/laurea/reader.action?docID=1680598

Co-operation with working life and/or RDI

The students analyse the financial statements of a given/chosen company.

Grading scale

H-5

Evaluation criteria, satisfactory (1-2)

The student is able to

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

The student is able to

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

The student is able to

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

Learning outcomes

The student is able to
- use enterprise systems, particularly ERP (Enterprise Resource Planning) systems
- integrate business processes and enterprise systems
- give value to the processes of acquiring, implementing, maintaining and operating

Teaching methods

Having completed the study unit the student is able to
• use enterprise systems, particularly ERP (Enterprise Resource Planning) systems
• integrate business processes and enterprise systems
• give value to the processes of acquiring, implementing, maintaining and operating

Contents and Methods
Theory - Lectures and Exam- Topics :
- Management Information systems - their importance in business
- Business Processes and Information system
- Types information systems

Individual Assignments - Online- MS Learn
- Microsoft Dynamics 365 ERP and CRM

Learning materials and recommended literature

Online exam is based on:
Laudon&Laudon, Management Information Systems: Managing the Digital Firm, Ed9-14, the following chapters
Ch1 Information systems in Global Busines Today
Ch 2 Global E-business and Collaboration
Ch 3 Information Systems, Organizations and Strategy
Ch 9 Achieving Operational Excellence and Customer Intimacy: Enterprise Applications
and other material TBA (see Canvas) 

Content and scheduling

Lectures (L) and Workshops (W)

1. L Topic: Introduction & Orientation - Compulsory
2. L & W Topic: Information systems and Business Processes
3. L Topic Information systems, ERP and CRM
4. W Topics:
- Dynamics 365 Business Central (D365 BC)
- "D365 BC"- Assignments - Instructions
5. Exam online
6. W Topics:
- D365 Assignment - Support and Q&A
- "Final D365" Assignment - Instructions
7. W Assignments - Support and Q&A

Grading scale

Approved/Failed

Evaluation methods and criteria

Exam 40%
D365 Assignments 30%
D365 Final Assignment 30%

Learning outcomes

The student is able
- to write about the financial sector and its changes
- to critically process the events taking place in the financial sector and investment market

Grading scale

H-5

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

PROJECT CONTENT
- Principles of Digital Marketing and Sales
- Translating the target audience insights into a compelling digital marketing strategy
- Crafting tailored content that resonates with the aspirations and challenges of immigrant women seeking employment
> From social media campaigns to content creation, students will explore various digital marketing channels to amplify the impact of the service design initiative
- Using AI in project in real life context
- JOINT-BALTIC project

AIM
The aim is to not only raise awareness but also to create a supportive online environment that connects immigrant women with valuable resources and opportunities.

TASK
The goal is to create a service framework for immigrant women navigating the job market
- fosters inclusivity
- addresses barriers
- enhances the overall experience

NOTE:
There are two Laurea Hyvinkää projects with similar content by Marja Isokangas:
1) Service Design and Sustainability Project HL00BU34-3034
2) Digital Marketing and Sales Project HL00BU35-3031 (this project)
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE?
LEARNING OBJECTIVES:
1. Digital Marketing Mastery: Acquire hands-on experience in crafting and implementing digital marketing strategies tailored to a specific audience.
2. Use of AI in real life project: Developing skills for use of AI.
3. Empathy and Cultural Sensitivity: Cultivate empathy and cultural sensitivity through direct engagement with immigrant women and their unique experiences.
4. Collaborative Teamwork: Hone teamwork and collaboration skills by working closely with counterparts from different disciplines.
5. Social Impact Awareness: Recognize the power of business to drive positive social change and contribute to the empowerment of marginalized communities.

GUIDANCE TAKES PLACE AT HYVINKÄÄ CAMPUS.

-----

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Digital Marketing and Sales
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

WORKING LIFE PARTNER: Empowering Immigrant Women in the Workforce-Project
Funder of Project: the Central Baltic 2021-2027
CENTRAL BALTIC PROJECT.
https://www.laurea.fi/en/projects/c/central-baltic-mentoring-for-migrant-women-seeking-employment/

Important dates

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Forms of internationality

CENTRAL BALTIC PROJECT
EXCHANGE STUDENTS ARE WARMLY WELCOME

Students workload

1 cr. = 26.7 h

Content and scheduling

SCHEDULE
- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 12:30-14:30 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 12:30-16:00
12:30-14:30 KickOff the project together with other team
14:30-16:00 Team roles (without supervisor)

TWO TEAMS TOGETHER MAKE MAGIC HAPPEN
The magic happens when these two teams seamlessly collaborate.
- Regular joint sessions will facilitate the exchange of ideas, ensuring that the service design principles are accurately translated into the digital marketing strategy.
- Through this synergy, students will learn the importance of interdisciplinary collaboration, effective communication, and adapting strategies based on real-time feedback.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

PROJECT CONTENT
- Project focuses on export of HEICOMP- project to Latin American universities in Brazil and Paraguai
- HEICOMP project exports Working Life Connected pedagogy (= Project learning in Academic Business and other studies)
- https://heicomp.com

TASK
- Increase the number of users on Facebook and LinkedIn
Get more users from work life and government
In terms of content, showcase the positive impact of the project on society, academic institutions, market, etc.
- Expand knowledge of the project to other regions of Brazil and Paraguay. It is still very much focused on the cities where the consortium's academic institutions are located.
In addition to Brazil and Paraguay, reach audiences in other regions of Latin America.
- Suggestions on how to engage students and teachers to create videos and texts for blogs and social media.

CLIENT
-Brazilian HEICOMP partner company UExperience

NOTE:
There are two Laurea Hyvinkää projects with similar content
HL00BU34-3033/Marja Isokangas (this implementation)
HL00BU34-3021 /Tero Uusitalo
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas
GUIDANCE ONSITE at HYVINKÄÄ CAMPUS!

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE? YOU WILL
- expand your personal and international networks
- learn to work in multicultural environment in practice
- use AI in real business project
- learn modern leadership skills in practice
- learn HR management and motivation
- learn service design methods, tools and mindset

-----

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Service Design
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

CLIENT
-Brazilian HEICOMP partner company U.Experience

Important dates

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Forms of internationality

THE PROJECT IS ESPECIALLY SUITABLE FOR EXCHANGE STUDENTS and if you speak SPANISH OR PORTUGUESE, that's a bonus.

Continuous communication with employer in Brasil (in English): U.Experience.
Virtual meeting also with Brasilian and Paraguaian students.

https://heicomp.com
https://www.instagram.com/stories/heicomp_/

Students workload

1 cr. = 26.7 h

Content and scheduling

- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 10:00-12:00 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 10:00-16:00
10:00-12:00 KickOff the project together with other team
12:00-12:30 Lunch
12:30-14:30 Team roles (without supervisor)
14:30-16:00 KickOff continues with supervisors.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

In this project we will work with succesful education export project. See more information: https://heicomp.com
-Expanding knowledge of the project in Latin America
-Getting customer understanding, e.g.: Latin America students interviews,
-Using AI
-Designing concrete content in social media (Facebook, LInkedIn)
-We will design how to engage students and teachers to create videos and texts for blogs and social media (e.g.Toolkit)
LECTURER/SUPERVISOR: Tero Uusitalo
The project will be conducted together with another international team (Service Design/ Supervisor Marja Isokangas)

CLIENT
-Brazilian HEICOMP partner company UExperience

NOTE:
There are two Laurea Hyvinkää projects with similar content
HL00BU34-3033/Marja Isokangas (this implementation)
HL00BU34-3021 /Tero Uusitalo
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas
GUIDANCE ONSITE at HYVINKÄÄ CAMPUS!

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE? YOU WILL
- expand your personal and international networks
- learn to work in multicultural environment in practice
- use AI in real business project
- learn modern leadership skills in practice
- learn HR management and motivation
- learn service design methods, tools and mindset





Daytime learning:
An independently studied part (in Canvas) supports the project implementation, but it is important to take part in project teamwork and guidance on campus according to schedule. Studying requires active participation and commitment to interactive project work. You will receive individual feedback for assignments from the teacher, and working life or peer feedback are also utilised.]

Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Digital Certificates
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

CLIENT
-Brazilian HEICOMP partner company UExperience

Important dates

Kick-Off (mandatory participation): 16.1.2024, 10-16
- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 10:00-12:00 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 10:00-16:00
10:00-12:00 KickOff the project together with other team
12:00-12:30 Lunch
12:30-14:30 Team roles (without supervisor)
14:30-16:00 KickOff continues with supervisors.

Forms of internationality

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Students workload

The project is especially suitable for exchange students. If you speak Spanish or Portuguese - that would be extra for the project!
Continuous colloborating with employer in Brazil: U.Experience
Virtual meetings / events with Brazilian and Paraguayan students
https://heicomp.com
https://www.instagram.com/stories/heicomp_/

The project is suitable for exchange students.

Content and scheduling

Aims of the project:

U.Experience demands and challenges:
● Increase the number of users on Facebook and LinkedIn
● Get more users from work life and government
● In terms of content, showcase the positive impact of the project on society, academic institutions, market, etc.
● Expand knowledge of the project to other regions of Brazil and Paraguay. It is still very much focused on the cities where the consortium's academic institutions are located.
● In addition to Brazil and Paraguay, reach audiences in other regions of Latin America.
● Suggestions on how to engage students and teachers to create videos and texts for blogs and social media.

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.


In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations

Teaching methods

PROJECT CONTENT
- Principles of service design
- Exploring methodologies to understand the unique needs, challenges, and aspirations of immigrant women in the workforce
- Using research methods: interviews, and empathetic analysis Team 1 will gather valuable insights that will serve as the foundation for developing innovative solutions.
- Using AI in project in real life context
- JOINT-BALTIC project

TASK
The goal is to create a service framework for immigrant women navigating the job market
- fosters inclusivity
- addresses barriers
- enhances the overall experience

NOTE:
There are two Laurea Hyvinkää projects with similar content by Marja Isokangas:
1) Service Design and Sustainability Project HL00BU34-3034 (this project)
2) Digital Marketing and Sales Project HL00BU35-3031
These two project teams will work closely together and for one superteam.

Studying platforms: Teams, Miro & Canvas

HOW DO YOU BENEFIT FROM THIS PROJECT for WORKING LIFE?
LEARNING OBJECTIVES:
1. Service Design Proficiency: Develop an understanding of service design principles and methodologies.
2. Use of AI in real life project: Developing skills for use of AI.
3. Empathy and Cultural Sensitivity: Cultivate empathy and cultural sensitivity through direct engagement with immigrant women and their unique experiences.
4. Collaborative Teamwork: Hone teamwork and collaboration skills by working closely with counterparts from different disciplines.
5. Social Impact Awareness: Recognize the power of business to drive positive social change and contribute to the empowerment of marginalized communities.

GUIDANCE TAKES PLACE AT HYVINKÄÄ CAMPUS.

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Project’s guidance and working sessions can be viewed in Timetable Engine / Tuudo. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Quality of implementation has been evaluated and self-evaluation report is available Teams.

Learning materials and recommended literature

Theory studying in the project:
1.Self-study in Canvas (3 ects), Service Design
2.Theory base writing, 1500 words academic writing with references and applying part (3ects)

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

WORKING LIFE PARTNER: Empowering Immigrant Women in the Workforce-Project
Funder of Project: the Central Baltic 2021-2027
CENTRAL BALTIC PROJECT.
https://www.laurea.fi/en/projects/c/central-baltic-mentoring-for-migrant-women-seeking-employment/

Important dates

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified."

Forms of internationality

CENTRAL BALTIC PROJECT
EXCHANGE STUDENTS ARE WARMLY WELCOME

Students workload

1 cr. = 26.7 h

Content and scheduling

SCHEDULE
- Teamday is on Tuesdays 16.1.-21.5.2023
- Teacher guidance on Tuesdays 12:30-14:30 + Guidance on Teams channel when needed.
- Project Kick-Off day: 16.1.2024, 12:30-16:00
12:30-14:30 KickOff the project together with other team
14:30-16:00 Team roles (without supervisor)

TWO TEAMS TOGETHER MAKE MAGIC HAPPEN
The magic happens when these two teams seamlessly collaborate.
- Regular joint sessions will facilitate the exchange of ideas, ensuring that the service design principles are accurately translated into the digital marketing strategy.
- Through this synergy, students will learn the importance of interdisciplinary collaboration, effective communication, and adapting strategies based on real-time feedback.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Learning outcomes

The student is able to
- analyze the income statement, balance sheet and cash flow statement
- prepare a cash flow statement
- calculate and analyze financial ratios and use industry benchmarks
- make financial forecasts using different methods
- conduct a corporate analysis

Teaching methods

This study unit is online (Canvas) but optional workshops and team meetings are also arranged on campus (Leppävaara).
This implementations includes cooperation with UCLL University of Applied Sciences.

Learning materials and recommended literature

The course book: The Art of Company Valuation and Financial Statement Analysis : A Value Investor's Guide with Real-Life Case Studies. Wiley 2014. Chapters 1-5.
https://ebookcentral.proquest.com/lib/laurea/reader.action?docID=1680598

Co-operation with working life and/or RDI

The students analyse the financial statements of a given/chosen company.

Grading scale

H-5

Evaluation criteria, satisfactory (1-2)

The student is able to

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

The student is able to

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

The student is able to

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

Learning outcomes

The student is able to
- recognize the consumer behavior offline and online (per main demographics)
- plan data collection pointsand methods online
- analyze data (e.g. aggregation, trends, comparison)
- visualize results (e.g. dashboards)
- plan consumer activation methods based on data

Teaching methods

This course will be organized at Tikkurila campus and partly online. All needed material is in Canvas- platform.

After taking the course you are able to:
-recognize the consumer behavior offline and online (per main demographics)
-plan data collection points and methods online
-analyze data (e.g. aggregation, trends, comparison)
-visualize results (e.g. dashboards)
-plan consumer activation methods based on data

Location and time

This course will be organized at Tikkurila campus and partly online. All needed material is in Canvas- platform.

Learning materials and recommended literature

All material needed will be found in Canvas platform for enrolled and accepted students. The course assignments include Analytics -exams and certifications.

Co-operation with working life and/or RDI

Individual work is related to project's GA data

Forms of internationality

Study unit is suitable for Laurea exchange students and for Laurea students abroad.

Students workload

Some self-paced studies, e.g. certificates.

Content and scheduling

-recognize the consumer behavior offline and online (per main demographics)
-plan data collection points and methods online
-analyze data (e.g. aggregation, trends, comparison)
-visualize results (e.g. dashboards)
-plan consumer activation methods based on data

Grading scale

H-5

Evaluation criteria, satisfactory (1-2)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

Learning outcomes

The student is able to
- recognize the consumer behavior offline and online (per main demographics)
- plan data collection pointsand methods online
- analyze data (e.g. aggregation, trends, comparison)
- visualize results (e.g. dashboards)
- plan consumer activation methods based on data

Evaluation criteria, satisfactory (1-2)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

Learning outcomes

The student is able to
- evaluate the impact of the changing environment on business operations
- assess preconditions for internationalisation for a company
- search for information to assess market opportunities
- establish a market entry plan
- act situation-oriented in cross-cultural sales negotiations