Study Guide

Learning outcomes

The student is able to
- understand the role of heuristics and biases in everyday decision making
- explore the fields of behavioral economics and behavioral decision making
- identify and apply psychological factors in business and public policy applications
- evaluate development plans from behavioral perspective
- analyze ethical aspects of behavioral interventions and nudges

Teaching methods

The study unit is completed independently following a recommended schedule for returning assignments and completing the whole course by a given deadline. Self-direction is required. The study unit does not include meetings except an online kick-off lecture on Tuesday, May 21, 2024 at 18.00 -19:00 (EET / Finnish time) in Zoom. No other lectures will be held which enables self-paced learning. You will study in a Canvas learning environment which includes learning material and assignments/tests.

The study unit contains planning and executing a small-scale real-life intervention applying behavioral insights, and analysis of an existing development plan from a behavioral perspective. You will also engage in discussions with other students in an online forum by posting conversation starters and commenting other students’ texts about different topics you have studied about. Otherwise, the study unit does not include working in pairs or groups.

You will receive individual feedback for some of the assignments from the teacher at the end of the course. During the course the feedback is based on automated assessment, and when applicable, giving out model answers after the assignments have been returned. Peer feedback is also utilized.

As a rule, the use of AI is permitted and its utilisation must always be disclosed. Sources must always be referenced, even if the text was produced with the help of an AI. The use of AI must be clearly indicated in a text whenever it is utilised in the production or editing of any texts or images. Remember to also explain how it has been utilised, for example in reading information sources and analysing material.

You can reach the instructor at the beginning of the course before mid-June and again after the end of the course. You and reach your fellow students through the Q&A discussion board on Canvas platform and you can also use the Canvas Inbox or email messages.

Learning materials and recommended literature

Main course literature includes the following articles. Additional video materials are given on Canvas platform.

Module 1:
• Kahneman, D. 2003. A perspective on judgment and choice: mapping bounded rationality. American psychologist, 58(9), 697
• Thaler, R., Sunstein, C. & Balz, J. 2013. Choice architecture. In Shafir, E. (eds.), The behavioral foundations of public policy (pp. 428–439). Princeton University Press.
• Fehr-Duda, H. & Fehr, E. 2016. Sustainability: Game human nature. Nature News, 530(7591).
• Goldstein, D., Johnson, E., Herrmann, A., & Heitmann, M. 2008. Nudge your customers toward better choices. Harvard Business Review, 86(12), 99-105
• Dholakia, U. M. 2016. Why nudging your customers can backfire. Harvard Business Review
• Steffel, M., Williams, E. F. & Pogacar, R. 2016 How to Nudge Your Customers Without Pushing Them Away. Harvard Business Review.

Module 2:
• Dolan, P., Hallsworth, M., Halpern, D., King, D. & Vlaev, I. 2010. MINDSPACE: Influencing behaviour for public policy. Institute of Government, London, UK.
• Oeberst, A., & Imhoff, R. 2023. Toward Parsimony in Bias Research: A Proposed Common Framework of Belief-Consistent Information Processing for a Set of Biases. Perspectives on Psychological Science, 18(6), 1464-1487.

Module 3:
• Sunstein, C. R. 2015. Fifty shades of manipulation.
• Reisch, L. A. & Sunstein, C. R. 2016. Do Europeans like nudges? Judgment and Decision Making, 11(4), 310–325.
• OECD. 2017. Behavioural Insights and Public Policy: Lessons from Around the World. OECD Publishing, Paris.
• Benartzi, S., Beshears, J., Milkman, K. L., Sunstein, C. R., Thaler, R. H., Shankar, M., Tucker-Ray, W., Congdon, W. J. & Galing, S. 2017. Should governments invest more in nudging? Psychological Science, 28(8), 1041–1055.

Module 4:
• Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., Eccles, M.P., Cane, J. & Wood, C. E. 2013. The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. Ann Behav Med. 2013 Aug;46(1):81-95.
• Carlin, D., Houshmand, K., Rodriguez, S. & Talloen, J. 2023. To create lasting change, companies can draw on behavioral insights. McKinsey & Company.
• Müller, M. M., Böhm, K. L., & Renz, E. 2023. Pay or nudge employees into change? A theoretical and experimental investigation of the effect of nudging for organizational change. Managerial & Decision Economics, 44(6), 3666–3695.

Module 5:
• Hallsworth, M. 2023. A manifesto for applying behavioural science. Nature Human Behaviour, Nature, vol. 7(3), pages 310-322, March.

Suggested background reading material:
• Johnson, E. 2021. The elements of choice: Why the way we decide matters. Riverhead Books.
• Halpern, D. 2016. Inside the nudge unit: How small changes can make a big difference. Random House.
• Thaler, R. & Sunstein, C. 2009. Nudge: Improving decisions about health, wealth, and happiness. Penguin.

Alternative completion methods of implementation

According to the degree regulations (2024), "Students are entitled to apply for recognition of prior learning regardless of where, when and how the competence has been acquired. ... At Laurea, there are two different procedures for the recognition and accreditation of prior learning: a) accreditation of prior learning (competence acquired in higher education studies at another institution) and b) demonstration of competence (competence acquired in other ways). The recognition and accreditation of prior learning is initiated by the student themselves. The student is responsible for demonstrating and verifying their competence. The student is entitled to guidance for the recognition and accreditation of their competence." Further information in the student intranet.

You may also assess work-based learning as a way to acquire the competence needed. Read more in the student intranet.

Co-operation with working life and/or RDI

The study unit includes a practical exercise where the students are encouraged to solve practical problems at their everyday life, and to further consider their developmental work.

Important dates

Based on the degree regulations (2024), the student accepted for the implementation is required to confirm his/her participation by showing activity at the start of the study in the following way: In order to demonstrate activity, the student must be present at the first contact lesson or notify the teacher in charge of his/her absence to confirm his/her participation in the study. Registration will be rejected if the student does not report his/her absence at the start of the study or the reason for the absence cannot be considered justified. Another student can be taken in his place. The first contact lesson is the recommended kick-off lecture on Tuesday, May 21, 2024 at 18.00 -19:00 (EET / Finnish time).

The study unit is divided into 5 modules. The deadline for completing the whole course is August 11th, 2024. Students are strongly recommended to follow the given schedule with suggested assignment deadlines to ensure steady progression.

Retake deadline is September 15th, 2024.

Forms of internationality

Use of international academic literature. International student group.

Students workload

Due to the special nature of grading logic with is based on the completed number of modules (see details further below), the total amount of effort per student may vary substantially. As a rule of thumb, modules 1 and 2 requires more effort than rest of the modules. Notice that for the intervention assignment in module 4 you may need to plan several days or weeks to be completed properly.

Content and scheduling

In this course you will learn the basics of behavioral economics and how behavioral insights are applied in business and public policy context. You will gain understanding on behavioral biases and heuristics that are apparent in human behavior. Nudges and choice architecture are introduced as a mean to change people's behavior.

The study unit is divided into orientation module and five learning modules:
Module 1: General overview of behavioral insights in business and public policy
Module 2: Deeper into behavioral insights
Module 3: Ethical perspectives of behavioral interventions
Module 4: Behavioral insights into action
Module 5: Applying behavioral perspective

Further information for students

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

The prerequisite for participation is always that the possible competence prerequisites according to the curriculum (previous study or similar competence) are fulfilled. The student is responsible for taking into account the prerequisite conditions.

Students of the Master's programme Behavioral Insights and Choice Architecture (Päätöksenteon ilmiöt ja valintamuotoilu johtamisessa) are not eligable to apply to this study unit.

The quality of the study unit implementation has been assessed and the self-evaluation report is available for example in Canvas or Teams.

Grading scale

H-5

Evaluation methods and criteria

"Competence assessment is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the assessment criteria listed in the implementation plan for the studies" (Laurea degree regulations 2024).

The course will be evaluated on a scale of 1 to 5 / fail. Minimum requirement to pass the course is that you complete the Orientation and module 1 by August 11th, 2024. Your grade will be defined based on the number of modules that you have successfully completed. Each module will be evaluated on a Pass/Fail basis. All tasks that are mentioned in the assignment descriptions need to be completed according to the instructions to pass the modules. Assignments are evaluated on a complete / incomplete scale or in points (multiple choice tasks). To pass a multiple choice task (quiz) the student needs to score at minimum 70% of the points. The teacher will complete the grading of the assignments and tasks by Friday August 23rd, 2024. At this stage the teacher might ask you to complement assignments that have not been completed at a sufficient level. You need to complete the requested assignments successfully by September 15th, 2024.

The evaluation scheme, together with the module structure and content, complies with the general evaluation criteria of study units in Masters studies which is described here below.

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)

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)

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)


“Students who have 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. If the student does not pass the assessment despite the opportunity to complete their study attainment, they must complete the study unit in question in full as specified by the teacher.” (Degree regulations 2024.)

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 Tournitin is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- identify and deeply understand cross-cultural issues related to service development
- manage multicultural teams and projects
- support and develop frontline personnel's intercultural communication competences
- involve diverse customers in the service design processes

Teaching methods

This is a virtual study unit starting in May and ending by August 31, 2024.

Assignments 1-4 are due during May - June. Although these returns and meetings are asynchronic, they require your timely commitment to work with peers and in teams during May/June.

Asgmts 5-7 can be done independently on your own time and to be returned by Aug. 31st.

Location and time

Online, Canvas learning environment.

Learning materials and recommended literature

A list of recommended reading will be published in Canvas.

Alternative completion methods of implementation

A student may propose an independent approach to compensate the study unit. The assignment(s) need to lead to similar learning objectives as on this study unit and equal 5 ects.

Co-operation with working life and/or RDI

Research-based service development assignment for an external partner.

Important dates

Assignments due on:
May
June
August

The exact return dates will be informed in the Canvas learning environment.

Students workload

In average 135 work hours.
75 % individual work
25 % team work

Content and scheduling

Basics of cultural studies
Intercultural communication
Multicultural teams, cultural frameworks
Culture's role in services
Cultural competence in service development
Culture-sensitive service design

Further information for students

This study unit is for Master Degree students only.
Guidance will take place in Canvas learning environment.

Grading scale

H-5

Evaluation methods and criteria

Evaluation by the instructor and by peer evaluation.
Assignments 1, 4, 6 are graded pass/fail.
Assignments 2,3,5,7 are graded with the scale 0 - 5.
Ass. 2: 20 %
Ass. 3: 20 %
Ass. 5: 25 %
Ass. 7: 35 % of the final grade.
All assignments need to be returned in order to pass the course.
A team/pair grade is the same for all team/pair members.

Evaluation criteria, fail (0)

All assignments need to be completed in order to earn a grade from the study unit.
In case of sickness or other difficulties following the deadlines please consult the instructor.

Evaluation criteria, satisfactory (1-2)

Satisfactory (1-2)
The student is able to
- carry out international communication at work and in developing operations.
- manage customer-oriented operations in a multicultural environment.
- apply professional concepts.
- integrate some theoretical and practical learnings in the project work.
- participate during the whole course.
- displays understanding of the subject area, arguments for statements and opinions and uses at least a few sources.
- returns all assignments on time.

Evaluation criteria, good (3-4)

Good (3-4)
The student is able to
- take into account effects and opportunities of internationalisation of the service field.
- manage and develop customer-oriented operations in a multicultural environment.
- apply professional concepts systematically.
- integrate well the theoretical and practical learnings in the project work.
- be active and give input during the whole course.
- display overall understanding and deepening in the subject area, arguments for all statements and opinions and uses sources widely.
- conduct the assignments carefully and pay attention to details.

Evaluation criteria, excellent (5)

Excellent (5)
The student is able to
- anticipate the effects and opportunities of internationalisation of the service field.
- manage and reform customer-oriented operations in a multicultural environment.
- apply professional concepts expertly.
- integrate systematically the theoretical and practical learnings in the project work.
- give proactive and innovative input during the whole course.
- display thorough knowledge and deepening in the subject area, arguments soundly for all statements and opinions and uses sources skillfully.
- conduct the assignments meticulously and pay attention to all details.

Learning outcomes

The student is able to
- explain the importance of cost accounting and budgeting for decision making
- use key performance indicators in the service development context
- analyse customer profitability
- develop value-based pricing

Teaching methods

This course includes Zoom sessions, individual Excel assignments, and team work on a chosen topic.

Location and time

Online Zoom sessions:

Thursday 29.2. at 16.30-20.00
Thursday 21.3. at 16.30-19.30
Tuesday 16.4. at 16.30-19.30
Tuesday 23.4. at 16.30-19.30

Learning materials and recommended literature

Suggestions, Management Accounting books:
Drury, Colin. Management and Cost Accounting
Gowthorpe, Catherine. Management accounting
Atrill, Peter. Accounting and finance for non-specialists.
Find books on Management Accounting (not Financial Accounting). You need a basic book on management accounting for the orientation and module 1 assignments.

Articles, videos and podcast links will be given when the course starts.

Students workload

5 ECTS = 135 hours of student work
The course is divided into five modules. Estimated time required:

1. Orientation and Introduction to Management Accounting: 10 hours
2. Cost Accounting and Pricing (Excel assignments and discussion): 15 hours
3. Budgeting and Control (Excel budgets for case company): 35 hours
4. Essay: 40 hours
5. Team work, presentation, peer review: 35 hours

Content and scheduling

29.2. at 16.30-20.00 Orientation, management accounting basics, info about the assignments on cost accounting and budgeting
21.3. at 16.30-19.30 Workshop Cost accounting
16.4. at 16.30-19.30 Workshop Budgeting
23.4. at 16.30-19.30 Team presentations

Further information for students

This accounting course is for students studying in different master's programmes. Students who have no background in accounting are also welcome. This course is about learning to "speak the language of accounting" which is the language of the management.

You will learn to explain the importance of cost accounting and budgeting for decision making, and you will learn to make Excel budgets for a small company.You will learn about different key performance indicators in the service development context, how customer profitability can be analysed, and you will develop your skills in cost accounting and pricing.

Grading scale

H-5

Evaluation methods and criteria

The final grade for this course is a weighted average of your assignments. The weights are:
Individual assignments: 70%
Team work: 30%

Evaluation criteria, satisfactory (1-2)

Student is able

Knowledge base:
To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.

Problem solving:
To solve problems in research, development and/or innovation activities.

Development:
To recognise and analyse focuses of development making use of the knowledge base.

Communication:
To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

Student is able

Knowledge base:
To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.

Problem solving:
To solve problems in research, development and/or innovation activities by applying and combining information from different fields.

Development:
To create target-oriented, justified development plans considering the community.

Communication:
To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Student is able

Knowledge base:
To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.

Problem solving:
To 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.

Development:
To develop the activities of the competence area in a target-oriented and communal fashion

Communication:
To communicate convincingly both orally and in writing to audiences within and exterior to the field.

Learning outcomes

The student is able to
- adapt to the current change from cost focus to customer value orientation
- explain the theory and research concerning pricing of services
- price new services using traditional pricing methods
- apply innovative pricing methods and tools in practice

Teaching methods

This is an online study unit (Canvas) which starts in May and ends in August 2024.

Location and time

Online, Canvas learning environment.

Learning materials and recommended literature

A list of recommended reading will be published in Canvas.

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.

Important dates

Orientation May (Introductory session in May on Zoom, will be recorded)
Module 1 Pricing methods and revenue streams. May & June
Module 2 How to build a pricing strategy? June
Module 3 Dynamic pricing. July & August

Active participation in online discussions is required.

The return dates for assignments will be informed in the Canvas learning environment.
There will be a team project during the summer, which is returned in August. In August there will be final discussions, peer review and you will return your final learning diary.

Students workload

5 ECTS = approximately 135 student working hours

Content and scheduling

Orientation and learning diary
Module 1 Pricing methods and revenue streams
Module 2 How to build a pricing strategy?
Module 3 Dynamic pricing

Further information for students

This study unit is for Master level students (YAMK) only. Bachelor level students cannot enroll to this course.

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

Quota for open UAS and 3AMK: TBA

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

Individual assignments (50%):
Orientation (pass/fail)
Learning Diary (1-5)
Module 1. Pricing methods and revenue streams (pass/fail)

Team assignments (50%):
Module 2. How to build a pricing strategy? (pass/fail)
Module 3. Dynamic pricing (1-5)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing.

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)

Learning outcomes

The student is able to
- explain the evolution of services marketing thought
- identify the strategic approach in service marketing
- establish, maintain and develop customer relationships
- conceptualize and sell services

Teaching methods

In this study unit a combination of lectures, group-work, assignments and project work are used. All parts of the study-unit are compulsory. In event of absence from any activity, student has to do compensatory assignment.

Learning materials and recommended literature

The course book is Services Marketing: Integrating Customer Focus Across the Firm by Wilson, Zeithaml, Bither and Gremler, Third European Edition (2016). In addition, there will be a selection of articles to read.

Forms of internationality

International student group

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)

Further information for students

Never have services played a larger role in business than they do today. In order to grow and attain higher profits, companies and managers require exceptional knowledge and understanding of service marketing. This course focuses on the unique challenges involved in service marketing, selling and managing a service business. The key topics covered are evolution of service marketing, relationship marketing, service quality, internal marketing, service branding and service selling. In addition to service marketing concepts, students will analyze cases of successful service-led businesses in a wide variety of consumer and B2B industries. The key learning goal is to gain a critical understanding of key issues and learn to apply relevant concepts and models to service marketing and selling challenges
The instructor of the course is Apramey Dube, email aprameydube@gmail.com
This course is only for the students who make their master's degree.

Grading scale

H-5

Evaluation methods and criteria

Pre-assignment
Two assignments between the time in class sessions (1-2 pages each)
Final project work (8-10 pages)
Evaluation methods and criteria will be discussed in the first contact session.

Evaluation criteria, approved/failed

Grade 1-5

Evaluation criteria, satisfactory (1-2)

Grade 1 - Student is able
Knowledge base: To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving: To solve problems in research, development and/or innovation activities.
Development: To recognise and analyse focuses of development making use of the knowledge base.
Communication: To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

Grade 3 - Student is able
Knowledge base: To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving: To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development: To create target-oriented, justified development plans considering the community.
Communication: To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Grade 5 - Student is able
Knowledge base: To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.
Problem solving: To 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.
Development: To develop the activities of the competence area in a target-oriented and communal fashion.
Communication: To communicate convincingly both orally and in writing to audiences within and exterior to the field.

Learning outcomes

The student is able to
- communicate and share service development ideas and objectives by using graphic software
- visualize a service development process or a service concept by using and editing computer graphics (photos, graphic elements and charts)

Teaching methods

Online learning with 4 contact sessions in Zoom.

Location and time

1.3. - 30.5.2024

18.03.2024 16.30 - 19.30 : Zoom
25.03.2024 16.30 - 19.30 : Zoom
08.04.2024 16.30 - 19.30 : Zoom
07.05.2024 16.30 - 19.30 : Zoom

Learning materials and recommended literature

Stickdorn & al. 2018. This is Service Design Doing.
Further sources listed in the Canvas workspace.

Alternative completion methods of implementation

A student may demonstrate that she/he has corresponding competence to the study unit's learning outcomes. It is essential to identify and describe the prior competence in concrete terms for the study unit's responsible lecturer.

According to Laurea's degree regulations, all students are entitled to demonstrate their competence, irrespective of where, how and when the student has acquired it. Read more from the student intranet.

Co-operation with working life and/or RDI

Creating visual material for a chosen project.

Important dates

1.3. - 30.5.23

18.03.2024 16.30 - 19.30 : Zoom
25.03.2024 16.30 - 19.30 : Zoom
08.04.2024 16.30 - 19.30 : Zoom
07.05.2024 16.30 - 19.30 : Zoom

Forms of internationality

International student group.

Students workload

5 ects = appr. 135 hours

Content and scheduling

CONTENT
• Theory of visual design basics
• Basics of image editing
• Free drawing basics
• Advanced use of presentation tools
• Creating basic service design tools such as journey maps, persona cards, blueprints, stakeholder maps, prototypes

Grading scale

Approved/Failed

Evaluation methods and criteria

Assessment and feedback by the learning facilitators and peer assessment.
See criteria below.

Evaluation criteria, approved/failed

All assignments need to be handed in and pass the follwoing criteria:
1. The assginment output corresponds to the assignment brief technically and content-wise
2. The output follows basic design standards (choice of graphics, colors, typography, composition & laypout )
3. All design choices are well justifyed
4. The final output is technically of high-quality and manifests at least moderate creativity
5. The effort reflects the timely input allocated for the assignment.

Evaluation criteria, fail (0)

All assignments need to be handed in and pass the follwoing criteria:
1. The assginment output corresponds to the assignment brief technically and content-wise
2. The output follows basic design standards (choice of graphics, colors, typography, composition & laypout )
3. All design choices are well justifyed
4. The final output is technically of high-quality and manifests at least moderate creativity
5. The effort reflects the timely input allocated for the assignment.

Learning outcomes

The student is able to
- understand the role of heuristics and biases in everyday decision making
- explore the fields of behavioral economics and behavioral decision making
- identify and apply psychological factors in business and public policy applications
- evaluate development plans from behavioral perspective
- analyze ethical aspects of behavioral interventions and nudges

Teaching methods

The study unit is completed independently following a recommended schedule for returning assignments and completing the whole course by a given deadline. Self-direction is required. The study unit does not include meetings except an online kick-off lecture on Tuesday, May 21, 2024 at 18.00 -19:00 (EET / Finnish time) in Zoom. No other lectures will be held which enables self-paced learning. You will study in a Canvas learning environment which includes learning material and assignments/tests.

The study unit contains planning and executing a small-scale real-life intervention applying behavioral insights, and analysis of an existing development plan from a behavioral perspective. You will also engage in discussions with other students in an online forum by posting conversation starters and commenting other students’ texts about different topics you have studied about. Otherwise, the study unit does not include working in pairs or groups.

You will receive individual feedback for some of the assignments from the teacher at the end of the course. During the course the feedback is based on automated assessment, and when applicable, giving out model answers after the assignments have been returned. Peer feedback is also utilized.

As a rule, the use of AI is permitted and its utilisation must always be disclosed. Sources must always be referenced, even if the text was produced with the help of an AI. The use of AI must be clearly indicated in a text whenever it is utilised in the production or editing of any texts or images. Remember to also explain how it has been utilised, for example in reading information sources and analysing material.

You can reach the instructor at the beginning of the course before mid-June and again after the end of the course. You and reach your fellow students through the Q&A discussion board on Canvas platform and you can also use the Canvas Inbox or email messages.

Learning materials and recommended literature

Main course literature includes the following articles. Additional video materials are given on Canvas platform.

Module 1:
• Kahneman, D. 2003. A perspective on judgment and choice: mapping bounded rationality. American psychologist, 58(9), 697
• Thaler, R., Sunstein, C. & Balz, J. 2013. Choice architecture. In Shafir, E. (eds.), The behavioral foundations of public policy (pp. 428–439). Princeton University Press.
• Fehr-Duda, H. & Fehr, E. 2016. Sustainability: Game human nature. Nature News, 530(7591).
• Goldstein, D., Johnson, E., Herrmann, A., & Heitmann, M. 2008. Nudge your customers toward better choices. Harvard Business Review, 86(12), 99-105
• Dholakia, U. M. 2016. Why nudging your customers can backfire. Harvard Business Review
• Steffel, M., Williams, E. F. & Pogacar, R. 2016 How to Nudge Your Customers Without Pushing Them Away. Harvard Business Review.

Module 2:
• Dolan, P., Hallsworth, M., Halpern, D., King, D. & Vlaev, I. 2010. MINDSPACE: Influencing behaviour for public policy. Institute of Government, London, UK.
• Oeberst, A., & Imhoff, R. 2023. Toward Parsimony in Bias Research: A Proposed Common Framework of Belief-Consistent Information Processing for a Set of Biases. Perspectives on Psychological Science, 18(6), 1464-1487.

Module 3:
• Sunstein, C. R. 2015. Fifty shades of manipulation.
• Reisch, L. A. & Sunstein, C. R. 2016. Do Europeans like nudges? Judgment and Decision Making, 11(4), 310–325.
• OECD. 2017. Behavioural Insights and Public Policy: Lessons from Around the World. OECD Publishing, Paris.
• Benartzi, S., Beshears, J., Milkman, K. L., Sunstein, C. R., Thaler, R. H., Shankar, M., Tucker-Ray, W., Congdon, W. J. & Galing, S. 2017. Should governments invest more in nudging? Psychological Science, 28(8), 1041–1055.

Module 4:
• Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., Eccles, M.P., Cane, J. & Wood, C. E. 2013. The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. Ann Behav Med. 2013 Aug;46(1):81-95.
• Carlin, D., Houshmand, K., Rodriguez, S. & Talloen, J. 2023. To create lasting change, companies can draw on behavioral insights. McKinsey & Company.
• Müller, M. M., Böhm, K. L., & Renz, E. 2023. Pay or nudge employees into change? A theoretical and experimental investigation of the effect of nudging for organizational change. Managerial & Decision Economics, 44(6), 3666–3695.

Module 5:
• Hallsworth, M. 2023. A manifesto for applying behavioural science. Nature Human Behaviour, Nature, vol. 7(3), pages 310-322, March.

Suggested background reading material:
• Johnson, E. 2021. The elements of choice: Why the way we decide matters. Riverhead Books.
• Halpern, D. 2016. Inside the nudge unit: How small changes can make a big difference. Random House.
• Thaler, R. & Sunstein, C. 2009. Nudge: Improving decisions about health, wealth, and happiness. Penguin.

Alternative completion methods of implementation

According to the degree regulations (2024), "Students are entitled to apply for recognition of prior learning regardless of where, when and how the competence has been acquired. ... At Laurea, there are two different procedures for the recognition and accreditation of prior learning: a) accreditation of prior learning (competence acquired in higher education studies at another institution) and b) demonstration of competence (competence acquired in other ways). The recognition and accreditation of prior learning is initiated by the student themselves. The student is responsible for demonstrating and verifying their competence. The student is entitled to guidance for the recognition and accreditation of their competence." Further information in the student intranet.

You may also assess work-based learning as a way to acquire the competence needed. Read more in the student intranet.

Co-operation with working life and/or RDI

The study unit includes a practical exercise where the students are encouraged to solve practical problems at their everyday life, and to further consider their developmental work.

Important dates

Based on the degree regulations (2024), the student accepted for the implementation is required to confirm his/her participation by showing activity at the start of the study in the following way: In order to demonstrate activity, the student must be present at the first contact lesson or notify the teacher in charge of his/her absence to confirm his/her participation in the study. Registration will be rejected if the student does not report his/her absence at the start of the study or the reason for the absence cannot be considered justified. Another student can be taken in his place. The first contact lesson is the recommended kick-off lecture on Tuesday, May 21, 2024 at 18.00 -19:00 (EET / Finnish time).

The study unit is divided into 5 modules. The deadline for completing the whole course is August 11th, 2024. Students are strongly recommended to follow the given schedule with suggested assignment deadlines to ensure steady progression.

Retake deadline is September 15th, 2024.

Forms of internationality

Use of international academic literature. International student group.

Students workload

Due to the special nature of grading logic with is based on the completed number of modules (see details further below), the total amount of effort per student may vary substantially. As a rule of thumb, modules 1 and 2 requires more effort than rest of the modules. Notice that for the intervention assignment in module 4 you may need to plan several days or weeks to be completed properly.

Content and scheduling

In this course you will learn the basics of behavioral economics and how behavioral insights are applied in business and public policy context. You will gain understanding on behavioral biases and heuristics that are apparent in human behavior. Nudges and choice architecture are introduced as a mean to change people's behavior.

The study unit is divided into orientation module and five learning modules:
Module 1: General overview of behavioral insights in business and public policy
Module 2: Deeper into behavioral insights
Module 3: Ethical perspectives of behavioral interventions
Module 4: Behavioral insights into action
Module 5: Applying behavioral perspective

Further information for students

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

The prerequisite for participation is always that the possible competence prerequisites according to the curriculum (previous study or similar competence) are fulfilled. The student is responsible for taking into account the prerequisite conditions.

Students of the Master's programme Behavioral Insights and Choice Architecture (Päätöksenteon ilmiöt ja valintamuotoilu johtamisessa) are not eligable to apply to this study unit.

The quality of the study unit implementation has been assessed and the self-evaluation report is available for example in Canvas or Teams.

Grading scale

H-5

Evaluation methods and criteria

"Competence assessment is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the assessment criteria listed in the implementation plan for the studies" (Laurea degree regulations 2024).

The course will be evaluated on a scale of 1 to 5 / fail. Minimum requirement to pass the course is that you complete the Orientation and module 1 by August 11th, 2024. Your grade will be defined based on the number of modules that you have successfully completed. Each module will be evaluated on a Pass/Fail basis. All tasks that are mentioned in the assignment descriptions need to be completed according to the instructions to pass the modules. Assignments are evaluated on a complete / incomplete scale or in points (multiple choice tasks). To pass a multiple choice task (quiz) the student needs to score at minimum 70% of the points. The teacher will complete the grading of the assignments and tasks by Friday August 23rd, 2024. At this stage the teacher might ask you to complement assignments that have not been completed at a sufficient level. You need to complete the requested assignments successfully by September 15th, 2024.

The evaluation scheme, together with the module structure and content, complies with the general evaluation criteria of study units in Masters studies which is described here below.

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)

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)

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)


“Students who have 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. If the student does not pass the assessment despite the opportunity to complete their study attainment, they must complete the study unit in question in full as specified by the teacher.” (Degree regulations 2024.)

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 Tournitin is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- adapt to the current change from cost focus to customer value orientation
- explain the theory and research concerning pricing of services
- price new services using traditional pricing methods
- apply innovative pricing methods and tools in practice

Teaching methods

This is an online study unit (Canvas) which starts in May and ends in August 2024.

Location and time

Online, Canvas learning environment.

Learning materials and recommended literature

A list of recommended reading will be published in Canvas.

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.

Important dates

Orientation May (Introductory session in May on Zoom, will be recorded)
Module 1 Pricing methods and revenue streams. May & June
Module 2 How to build a pricing strategy? June
Module 3 Dynamic pricing. July & August

Active participation in online discussions is required.

The return dates for assignments will be informed in the Canvas learning environment.
There will be a team project during the summer, which is returned in August. In August there will be final discussions, peer review and you will return your final learning diary.

Students workload

5 ECTS = approximately 135 student working hours

Content and scheduling

Orientation and learning diary
Module 1 Pricing methods and revenue streams
Module 2 How to build a pricing strategy?
Module 3 Dynamic pricing

Further information for students

This study unit is for Master level students (YAMK) only. Bachelor level students cannot enroll to this course.

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

Quota for open UAS and 3AMK: TBA

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

Individual assignments (50%):
Orientation (pass/fail)
Learning Diary (1-5)
Module 1. Pricing methods and revenue streams (pass/fail)

Team assignments (50%):
Module 2. How to build a pricing strategy? (pass/fail)
Module 3. Dynamic pricing (1-5)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing.

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)

Learning outcomes

The student is able to
- identify and deeply understand cross-cultural issues related to service development
- manage multicultural teams and projects
- support and develop frontline personnel's intercultural communication competences
- involve diverse customers in the service design processes

Teaching methods

This is a virtual study unit starting in May and ending by August 31, 2024.

Assignments 1-4 are due during May - June. Although these returns and meetings are asynchronic, they require your timely commitment to work with peers and in teams during May/June.

Asgmts 5-7 can be done independently on your own time and to be returned by Aug. 31st.

Location and time

Online, Canvas learning environment.

Learning materials and recommended literature

A list of recommended reading will be published in Canvas.

Alternative completion methods of implementation

A student may propose an independent approach to compensate the study unit. The assignment(s) need to lead to similar learning objectives as on this study unit and equal 5 ects.

Co-operation with working life and/or RDI

Research-based service development assignment for an external partner.

Important dates

Assignments due on:
May
June
August

The exact return dates will be informed in the Canvas learning environment.

Students workload

In average 135 work hours.
75 % individual work
25 % team work

Content and scheduling

Basics of cultural studies
Intercultural communication
Multicultural teams, cultural frameworks
Culture's role in services
Cultural competence in service development
Culture-sensitive service design

Further information for students

This study unit is for Master Degree students only.
Guidance will take place in Canvas learning environment.

Grading scale

H-5

Evaluation methods and criteria

Evaluation by the instructor and by peer evaluation.
Assignments 1, 4, 6 are graded pass/fail.
Assignments 2,3,5,7 are graded with the scale 0 - 5.
Ass. 2: 20 %
Ass. 3: 20 %
Ass. 5: 25 %
Ass. 7: 35 % of the final grade.
All assignments need to be returned in order to pass the course.
A team/pair grade is the same for all team/pair members.

Evaluation criteria, fail (0)

All assignments need to be completed in order to earn a grade from the study unit.
In case of sickness or other difficulties following the deadlines please consult the instructor.

Evaluation criteria, satisfactory (1-2)

Satisfactory (1-2)
The student is able to
- carry out international communication at work and in developing operations.
- manage customer-oriented operations in a multicultural environment.
- apply professional concepts.
- integrate some theoretical and practical learnings in the project work.
- participate during the whole course.
- displays understanding of the subject area, arguments for statements and opinions and uses at least a few sources.
- returns all assignments on time.

Evaluation criteria, good (3-4)

Good (3-4)
The student is able to
- take into account effects and opportunities of internationalisation of the service field.
- manage and develop customer-oriented operations in a multicultural environment.
- apply professional concepts systematically.
- integrate well the theoretical and practical learnings in the project work.
- be active and give input during the whole course.
- display overall understanding and deepening in the subject area, arguments for all statements and opinions and uses sources widely.
- conduct the assignments carefully and pay attention to details.

Evaluation criteria, excellent (5)

Excellent (5)
The student is able to
- anticipate the effects and opportunities of internationalisation of the service field.
- manage and reform customer-oriented operations in a multicultural environment.
- apply professional concepts expertly.
- integrate systematically the theoretical and practical learnings in the project work.
- give proactive and innovative input during the whole course.
- display thorough knowledge and deepening in the subject area, arguments soundly for all statements and opinions and uses sources skillfully.
- conduct the assignments meticulously and pay attention to all details.

Learning outcomes

The student is able to
- explain the importance of cost accounting and budgeting for decision making
- use key performance indicators in the service development context
- analyse customer profitability
- develop value-based pricing

Teaching methods

This course includes Zoom sessions, individual Excel assignments, and team work on a chosen topic.

Location and time

Online Zoom sessions:

Thursday 29.2. at 16.30-20.00
Thursday 21.3. at 16.30-19.30
Tuesday 16.4. at 16.30-19.30
Tuesday 23.4. at 16.30-19.30

Learning materials and recommended literature

Suggestions, Management Accounting books:
Drury, Colin. Management and Cost Accounting
Gowthorpe, Catherine. Management accounting
Atrill, Peter. Accounting and finance for non-specialists.
Find books on Management Accounting (not Financial Accounting). You need a basic book on management accounting for the orientation and module 1 assignments.

Articles, videos and podcast links will be given when the course starts.

Students workload

5 ECTS = 135 hours of student work
The course is divided into five modules. Estimated time required:

1. Orientation and Introduction to Management Accounting: 10 hours
2. Cost Accounting and Pricing (Excel assignments and discussion): 15 hours
3. Budgeting and Control (Excel budgets for case company): 35 hours
4. Essay: 40 hours
5. Team work, presentation, peer review: 35 hours

Content and scheduling

29.2. at 16.30-20.00 Orientation, management accounting basics, info about the assignments on cost accounting and budgeting
21.3. at 16.30-19.30 Workshop Cost accounting
16.4. at 16.30-19.30 Workshop Budgeting
23.4. at 16.30-19.30 Team presentations

Further information for students

This accounting course is for students studying in different master's programmes. Students who have no background in accounting are also welcome. This course is about learning to "speak the language of accounting" which is the language of the management.

You will learn to explain the importance of cost accounting and budgeting for decision making, and you will learn to make Excel budgets for a small company.You will learn about different key performance indicators in the service development context, how customer profitability can be analysed, and you will develop your skills in cost accounting and pricing.

Grading scale

H-5

Evaluation methods and criteria

The final grade for this course is a weighted average of your assignments. The weights are:
Individual assignments: 70%
Team work: 30%

Evaluation criteria, satisfactory (1-2)

Student is able

Knowledge base:
To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.

Problem solving:
To solve problems in research, development and/or innovation activities.

Development:
To recognise and analyse focuses of development making use of the knowledge base.

Communication:
To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

Student is able

Knowledge base:
To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.

Problem solving:
To solve problems in research, development and/or innovation activities by applying and combining information from different fields.

Development:
To create target-oriented, justified development plans considering the community.

Communication:
To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Student is able

Knowledge base:
To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.

Problem solving:
To 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.

Development:
To develop the activities of the competence area in a target-oriented and communal fashion

Communication:
To communicate convincingly both orally and in writing to audiences within and exterior to the field.

Learning outcomes

The student is able to
- explain the evolution of services marketing thought
- identify the strategic approach in service marketing
- establish, maintain and develop customer relationships
- conceptualize and sell services

Teaching methods

In this study unit a combination of lectures, group-work, assignments and project work are used. All parts of the study-unit are compulsory. In event of absence from any activity, student has to do compensatory assignment.

Learning materials and recommended literature

The course book is Services Marketing: Integrating Customer Focus Across the Firm by Wilson, Zeithaml, Bither and Gremler, Third European Edition (2016). In addition, there will be a selection of articles to read.

Forms of internationality

International student group

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)

Further information for students

Never have services played a larger role in business than they do today. In order to grow and attain higher profits, companies and managers require exceptional knowledge and understanding of service marketing. This course focuses on the unique challenges involved in service marketing, selling and managing a service business. The key topics covered are evolution of service marketing, relationship marketing, service quality, internal marketing, service branding and service selling. In addition to service marketing concepts, students will analyze cases of successful service-led businesses in a wide variety of consumer and B2B industries. The key learning goal is to gain a critical understanding of key issues and learn to apply relevant concepts and models to service marketing and selling challenges
The instructor of the course is Apramey Dube, email aprameydube@gmail.com
This course is only for the students who make their master's degree.

Grading scale

H-5

Evaluation methods and criteria

Pre-assignment
Two assignments between the time in class sessions (1-2 pages each)
Final project work (8-10 pages)
Evaluation methods and criteria will be discussed in the first contact session.

Evaluation criteria, approved/failed

Grade 1-5

Evaluation criteria, satisfactory (1-2)

Grade 1 - Student is able
Knowledge base: To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving: To solve problems in research, development and/or innovation activities.
Development: To recognise and analyse focuses of development making use of the knowledge base.
Communication: To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

Grade 3 - Student is able
Knowledge base: To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving: To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development: To create target-oriented, justified development plans considering the community.
Communication: To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Grade 5 - Student is able
Knowledge base: To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.
Problem solving: To 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.
Development: To develop the activities of the competence area in a target-oriented and communal fashion.
Communication: To communicate convincingly both orally and in writing to audiences within and exterior to the field.

Learning outcomes

The student is able to
- communicate and share service development ideas and objectives by using graphic software
- visualize a service development process or a service concept by using and editing computer graphics (photos, graphic elements and charts)

Teaching methods

Online learning with 4 contact sessions in Zoom.

Location and time

1.3. - 30.5.2024

18.03.2024 16.30 - 19.30 : Zoom
25.03.2024 16.30 - 19.30 : Zoom
08.04.2024 16.30 - 19.30 : Zoom
07.05.2024 16.30 - 19.30 : Zoom

Learning materials and recommended literature

Stickdorn & al. 2018. This is Service Design Doing.
Further sources listed in the Canvas workspace.

Alternative completion methods of implementation

A student may demonstrate that she/he has corresponding competence to the study unit's learning outcomes. It is essential to identify and describe the prior competence in concrete terms for the study unit's responsible lecturer.

According to Laurea's degree regulations, all students are entitled to demonstrate their competence, irrespective of where, how and when the student has acquired it. Read more from the student intranet.

Co-operation with working life and/or RDI

Creating visual material for a chosen project.

Important dates

1.3. - 30.5.23

18.03.2024 16.30 - 19.30 : Zoom
25.03.2024 16.30 - 19.30 : Zoom
08.04.2024 16.30 - 19.30 : Zoom
07.05.2024 16.30 - 19.30 : Zoom

Forms of internationality

International student group.

Students workload

5 ects = appr. 135 hours

Content and scheduling

CONTENT
• Theory of visual design basics
• Basics of image editing
• Free drawing basics
• Advanced use of presentation tools
• Creating basic service design tools such as journey maps, persona cards, blueprints, stakeholder maps, prototypes

Grading scale

Approved/Failed

Evaluation methods and criteria

Assessment and feedback by the learning facilitators and peer assessment.
See criteria below.

Evaluation criteria, approved/failed

All assignments need to be handed in and pass the follwoing criteria:
1. The assginment output corresponds to the assignment brief technically and content-wise
2. The output follows basic design standards (choice of graphics, colors, typography, composition & laypout )
3. All design choices are well justifyed
4. The final output is technically of high-quality and manifests at least moderate creativity
5. The effort reflects the timely input allocated for the assignment.

Evaluation criteria, fail (0)

All assignments need to be handed in and pass the follwoing criteria:
1. The assginment output corresponds to the assignment brief technically and content-wise
2. The output follows basic design standards (choice of graphics, colors, typography, composition & laypout )
3. All design choices are well justifyed
4. The final output is technically of high-quality and manifests at least moderate creativity
5. The effort reflects the timely input allocated for the assignment.