Study Guide

Learning outcomes

The student can:
• Adopt relevant literature-related foresight and futures research
• Utilize futures thinking and foresight as an essential part of project design
• Monitor, scan, and evaluate megatrends, trends, emerging issues, and weak signals
• Generate alternative future scenarios of possible, probable, and desirable futures
• Strengthen futures consciousness and awareness in research and development projects and project work

Teaching methods

The study unit includes scheduled teaching and guidance at Laurea Leppävaara campus (on 12.1.2024 from 9 am to 4 pm & on 8.2.2024 from 9 am to 4 pm). Online teaching is not recorded.

In addition to scheduled teaching on campus, the study unit includes self-directed learning and group work. Orientation to futures thinking and familiarization with the theoretical background of foresight rely on self-directed learning (60% of credits). The LbD project (foresight process) relies on group work (40% of credits).

You will receive individual feedback on assignments from the teacher. Peer feedback may also be utilized. A Canvas learning environment is used to support the implementation.

Location and time

[This field is not used at Laurea.]

Learning materials and recommended literature

• Ahvenharju, S. 2022. Futures Consciousness as a Human Anticipatory Capacity. Definitions and Measurement. Turun yliopiston julkaisuja. Sarja E-osa. Turku
• Gordon, A. Rohrbeck, R. & Schwarz, J. 2019. Escaping the 'Faster Horses' Trap: Bridging Strategic Foresight and Design-Based Innovation; Technology Innovation Management Review, Volume 9 Issue X
• Heinonen, S.; Kuusi,O. ym. 2013. How Do We Explore Our Futures? Methods of Futures Research. Finnish Society for Futures Studies.
• Hines, A. & Bishop, P. 2006 Thinking about the Future, Guidelines for Strategic Foresight
• Holstius, K. & Malaska, P. 2004 Advanced Strategic Thinking. Visionary Management
• Kuosa, T. 2021 The Evolution of Strategic Foresight. Navigating Public Policy Making.
• Lum, R.A.K .2016 4 Steps to the Future A Quick and Clean Guide to Creating Foresight
• Meristö, T. & Laitinen, J. 2021. Foresight Workbook for Practitioners
• Phaal, R. 2015. Roadmapping for strategy and innovation Roadmapping overview
• Phaal, R. ym. 2015. Strategic Roadmapping: A Workshop-based Approach for Identifying and Exploring Strategic Issues and Opportunities Strategic
• Phaal. R. ym.2009 An architectural framework for roadmapping: Towards visual strategy
• Playbook for Strategic Foresight & Innovation https://www.lut.fi/web/en/playbook-for-strategic-foresight-and-innovation
• Silva, M. 2015. Future-Proof: Foresight as a Tool towards Project Legacy Sustainability. PM World Journal Vol. IV, Issue V
• Voros, J. 2003 A generic foresight process framework. Foresight, vol.5, no.3, pp.10–21.

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 recognised 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

In the LbD assignment, students will implement a foresight process in small groups, resulting in scenarios for a) the Central Baltic Mentoring for Immigrant Women Seeking Employment project and b) the X project. In addition to the scenarios created for the projects, the final outputs will depict the stages of the scenario process (Input, Analysis, Interpretation, Prospection, Output, as per Voros) using a modified PPT template based on Meristö & Laitinen 2021 for the course.

Important dates

Pre Assignment: Self-directed learning (DL 11.1.2024)
11.01.2024 Scheduled teaching and guidance at Laurea Leppävaara, room 206L
08.02.2024 Scheduled teaching and guidance at Laurea Leppävaara, room 195
11.03.2024 Deadline for Assignments (group work & learning diary)

Forms of internationality

The LbD assignment of the study unit is integrated into international projects:
a) Central Baltic Mentoring for Immigrant Women Seeking Employment project and
b) CoLife; Improving the innovativeness and relevance of higher education

Students workload

• Teaching on campus: 20 h
• self-directed learning (theoretical background – learning diary): 44 h
• LbD-project and group work: 66 h

Content and scheduling

• 08.12.2023 – 12.01.2024 Self-directed learning: FuRe in PM
• 11.01.2024 Teaching at Laurea Leppävaara: Futures Consciousness, Foresight Capability, GFPF
• 11.01.2024 – 08.02.2024 Group work & online guidance: Horizon Scanning
• 08.02.2024 Teaching at Laurea Leppävaara: Scenario Building Process
• 08.02.2024-11.03.2024 Group work & online guidance: finalizing the scenario process and report (PPT)
• 11.03.204 DL for Assignments: group work & learning diary

Further information for students

The study unit corresponds to the requirements of Master's level education.

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, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of 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, Another student who is in line for the study unit can be selected in their place."

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula and the evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).

- LbD foresight process and report account for 60%.
- Learning diary, including literature review and reflection, makes up 40%.

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Evaluation criteria, fail (0)

“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. Laurea provides examination retake dates. Students must register for these examinations no later than 10 days before the retake date. A failed exam or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt." (Laurea degree regulations.)

Evaluation criteria, satisfactory (1-2)

To achieve grade 1 (satisfactory) the student must be able to:
- gather, process, produce and evaluate information widely. (Knowledge base)
- use concepts of the area of expertise systematically. (Knowledge base)
- solve problems in research, development and/or innovation activities. (Problem solving)
- recognise and analyse focuses of development making use of the knowledge base. (Development)
- communicate clearly both orally and in writing. (Communication)

Evaluation criteria, good (3-4)

To achieve grade 3 (good) the student must be able to:

- gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. (Knowledge base)
- use concepts of the area of expertise fairly. (Knowledge base)
- solve problems in research, development and/or innovation activities by applying and combining information from different fields. (Problem solving)
- create target-oriented, justified development plans considering the community. (Development)
- communicate in a competent, clear and consistent manner both orally and in writing. (Communication)

Evaluation criteria, excellent (5)

To achieve grade 5 (excellent) the student must be able to:

- create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields. (Problem solving)
- develop the activities of the competence area in a target-oriented and communal fashion. (Development)
- communicate convincingly both orally and in writing to audiences within and exterior to the field. (Communication)