Please select the curriculum by the start year of studies and track.
Distance learning
Course book: Max H. Bazerman, Don A. Moore, Judgment in Managerial Decision Making, 8th Edition, Wiley.
Other study materials will be published on Canvas. Students are also expected to search, select and apply original research papers on their own.
The course is arranged virtually on Canvas platform. The course includes at least one Zoom meeting.
The study unit will be evaluated on a scale of 1 to 5 / fail.
English
22.05.2020 - 09.08.2020
30.03.2020 - 19.04.2020
Kaisa Hytönen
This study unit is for Master Degree students.
Due to overlapping course content, the degree students in Behavioral Insights in Business Applications (Päätöksenteon ilmiöt johtamisessa, kehittämisessä ja asiakastyössä) and in Leading Transformational Change are not applicable to apply for this course.
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea common
2 credits
5 credits
H-5
In this study unit you will learn the basics of behavioral economics. You will gain understanding on behavioral biases and heuristics that are apparent in human behavior. We will also take knowledge from behavioral economics into action by considering the impact of behavioral phenomena in business and public policy applications.
The study unit consists of orientation phase (May 22 - May 31, 2020) and five content themes
Theme 1: Introduction to heuristics, biases, and nudges
Theme 2: Deeper into behavioral economics
Theme 3: Ethical perspectives of nudging
Theme 4: Taking behavioral insights into action
Theme 5: Behavioral perspective on development plans
The course work on the themes will be scheduled for the period of Jun 1 - Aug 9, 2020 by student teams.
SATISFACTORY,
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.
GOOD
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.
EXCELLENT
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.
Distance learning
A list of recommended reading will be published in Optima.
This is a virtual study unit starting in May and ending by August 31, 2020. There will be scheduled assignments during the summer, with a four weeks break in July. Online team work included.
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.
English
01.05.2020 - 31.08.2020
30.03.2020 - 19.04.2020
0 - 24
Tarja Chydenius
This study unit is for Master Degree students only.
Guidance will take place in Optima learning environment.
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea common
3 credits
5 credits
H-5
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.
Research-based service development assignment for an external partner.
Assignments due on:
May 5, 13, 20, 24, 26
June 4, 11, 25
August 6,10,13, 27
There will be a summer break in July. However, many of the August assignments and the project can be done independently and handed in earlier.
Team work with a student group from Upper Austria University of Applied Sciences (during May-June).
In average 135 work hours.
75 % individual work
25 % team work
Basics of cultural studies
Intercultural communication
Multicultural teams, cultural frameworks
Culture's role in services
Cultural competence in service development
Service research and development task
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.
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.
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.
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.
Face-to-face
CONTACT THE INSTRUCTOR DIRECTLY: anne.martola@laurea.fi
Finnish
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
Anne Martola
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Approved/Failed
20% Face-to-face, 80% Distance learning
Online material
https://www.bmj.com/about-bmj/resources-readers/publications/epidemiology-uninitiated
https://www.bmj.com/about-bmj/resources-readers/publications/statistics-square-one
https://www.nice.org.uk/process/pmg6/resources/the-guidelines-manual-appendicesbi-2549703709/chapter/appendix-e-methodology-checklist-casecontrol-studies
https://www.nice.org.uk/process/pmg6/resources/the-guidelines-manual-appendices-bi-2549703709/chapter/appendix-d-methodology-checklist-cohort-studies
McDonald J.H. 2016 Handbook of biological statistics. Available at: http://www.biostathandbook.com/HandbookBioStatThird.pdf
Methods: Lectures, e-tivities, workshops.
Compulsory presence at lecture and workshops.
Competence and criteria based evaluation of knowledge base, problem solving, development and communication. at EQF7-level.
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
0 - 30
Teija-Kaisa Aholaakko
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Tikkurila
4 credits
H-5
None.
Microbiologist, PhD student Sadia Zaar from University of Helsinki is participating into the teaching team.
Assignments:
1 e-tivity: Basics of Epidemiology. By 31st Jan 2020
2 e-tivity: Basics of Biostatistics. By 31st Jan 2020
3-etivity: Global Health statistic concepts and parameters. By 31st Jan 2020
4 e-tivity: Research table of epidemiological studies. By 15th Feb 2020
5 e-tivity: Quality of epidemiological studies. 15th Feb 2020
6 e-tivity: Basics of Outbreak. 28th Feb 2020.
7 e-tivity: Critical analysis of outbreak. 28th Feb 2020.
8 e-tivity: Syndromic surveillance in migrant centers. 4th May 2020.
WHO and ECDC recommendations and materials implemented.
Compulsory presence at lecture and workshops.
Lectures workshops 12 hours.
Individual and pair work by completing e-tivities123 hours.
The student is able:
x to analyse the pathogenesis of infectious diseases
x to analyse and implement infection surveillance data in infection prevention
x to implement epidemiological tools in infection prevention and outbreak management
Content:
• introduction on health care statistics and their application in clinical practice and public health
• basics on epidemiology and biostatistics and their application in clinical practice and public health
• epidemiological and intervention study process
• outbreak management
The student is not able to fulfil the satisfactory assessment criteria.
To gather, process, produce and evaluate information about epidemiology and biostatistics in health care widely.
To use concepts of the area of expertise systematically.
To solve problems in epidemiology in health care development and/or innovation activities.
To recognize and analyze focuses of epidemiology in health care development making use of the knowledge base.
To communicate about epidemiology and biostatistics in health care clearly both orally and in writing.
To gather, process, produce and evaluate information about epidemiology and biostatistics in health care critically and widely making use of both national and international scientific sources.
To use concepts of the area of expertise fairly.
To solve problems in epidemiology in health care development and/or innovation activities by applying and combining information from different fields.
To create target-oriented, justified development plans for epidemiology in health care considering the community.
To communicate about epidemiology and biostatistics in health care in a competent, clear and consistent manner both orally and in writing.
To create a consistent knowledge base for epidemiology and biostatistics in health care context making use of both national and international scientific sources in a critical analytic fashion.
To solve demanding problems in development and/or innovation activities in epidemiology in health care where new knowledge and competence is created as well as to apply and combine information from different fields.
To develop the activities of the epidemiology in health care competence area in a target-oriented and communal fashion.
To communicate about epidemiology and biostatistics in health care convincingly both orally and in writing to audiences within and exterior to the field.
80% Face-to-face, 20% Distance learning
Relevant literature:
Centers for Disease Control and Prevention. 1999. Framework for Program Evaluation in Public Health. MMWR 1999;48(No. RR-11). https://www.cdc.gov/Mmwr/PDF/rr/rr4811.pdf Accessed 7th Nov 2019.
Donaldson, S.I., Azzam, T. & Conner, R. F. (Eds.) 2013. Emerging Practices in International Development Evaluation. Information Age Publication. Charlotte, NC.
Donaldson, S.I. 2007. Program Theory-driven Evaluation Science. Strategies and Applications. Psychology Press. London.
Heijmans M, Uiters E, Rose T, Hofstede J, Devillé W, van der Heide I, Boshuisen H & Rademakers J. 2015. Study on sound evidence for a better understanding of health literacy in the European Union. RfS Chafea/2014/health/01 - Contract nº 20146201. EU Directorate-General for Health and Consumers Health programme. http://ec.europa.eu/health/health_policies/docs/2015_health_literacy_en.pdf
Patton, MQ. 2011. Developmental Evaluation. Applying Complexity Concepts to Enhance Innovation and Use. The Guilford Press. New York. London.
Sorenson C, Drummond M & Kanavos P. Ensuring value for money in health care - The role of health technology assessment in the European Union. European Observatory on Health Systems and Policies. Observatory Studies Series No 11. http://www.euro.who.int/__data/assets/pdf_file/0011/98291/E91271.pdf
WHO Handbook for Guideline Development 2nd edition http://www.who.int/kms/handbook_2nd_ed.pdf?ua=1
WHO 2006. Quality of Care: A process for Making Strategic Choices in Health Systems. Accessed 16 Nov 2016. http://www.who.int/management/quality/assurance/QualityCare_B.Def.pdf
Methods: Lectures, reading circle and workshops.
Assignment: Guidelines for sustainable use of health technology in infection prevention. A report of maximum 3000 words including compact evidence based recommendations. Deadline 15th May 2018, dead line for reviewed assignments 15th June 2020.
Competence and criteria based evaluation of knowledge base, problem solving, development and communication. at EQF7-level.
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
0 - 33
Teija-Kaisa Aholaakko
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Tikkurila
1 credits
H-5
None.
According to LbD-pedagogy the students may implement the assignments into the thesis process.
Assignment: Guidelines for sustainable use of health technology in infection prevention. A report of maximum 3000 words including compact evidence based recommendations. Deadline 15th May 2018, dead line for reviewed assignments 15th June 2020.
The students may complete the studies in international development and research projects according to theis personal study plans.
Global modelels, policies and materials implemented.
Compulsory presence at lecture and workshops.
Reading circle assignment 15 hours.
Contact learning hours 20.
Individual heath technology assignment report 100 hours.
Timetable: V1563 Health Care Evaluation and Infection Prevention Interventions
2020 March 5th 9 -16 Introduction of the study unit. (8)
Health care evaluation models and policies.
Students’ reading circle presentations.
2020 April 25th 9-16 Implementation research
Health Technology assessment
Patient preferences and quality of life in health care settings
Ethical issues in health care evaluation
WHO guideline mode (16)
2020 May 14th 12.30 -16 Sustainable use of health technology in infection prevention-guideline introductions. (20)
The student is not able to meet the evaluation criteria at EQF 7-level.
The student is able
To gather, process, produce and evaluate information about health care evaluation and infection prevention interventions widely.
To use concepts of the area of expertise systematically.
To solve problems in health care evaluation and infection prevention interventions development and/or innovation activities.
To recognize and analyze foci of health care evaluation and infection prevention interventions development making use of the knowledge base.
To communicate about health care evaluation and infection prevention interventions in health care clearly both orally and in writing.
The student is able
To gather, process, produce and evaluate information about health care evaluation and infection prevention interventions critically and widely making use of both national and international scientific sources.
To use concepts of the area of expertise fairly.
To solve problems in health care evaluation and infection prevention intervention development and/or innovation activities by applying and combining information from different fields.
To create target-oriented, justified development plans for health care evaluation and infection prevention interventions considering the community.
To communicate about health care evaluation and infection prevention interventions in health care in a competent, clear and consistent manner both orally and in writing.
The student is able
To create a consistent knowledge base for health care evaluation and infection prevention interventions making use of both national and international scientific sources in a critical analytic fashion.
To solve demanding problems in development and/or innovation activities in health care evaluation and infection prevention interventions where new knowledge and competence is created as well as to apply and combine information from different fields.
To develop the activities of the health care evaluation and infection prevention interventions competence area in a target-oriented and communal fashion.
To communicate about health care evaluation and infection prevention interventions in health care convincingly both orally and in writing to audiences within and exterior to the field.
Kaija Koivusalo
Distance learning
This is on online study unit.
English
15.05.2020 - 31.08.2020
30.03.2020 - 19.04.2020
20 - 40
Kaija Koivusalo
This study unit is only for master's degree students
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
1 credits
5 credits
H-5
Distance learning
This is online study unit. There are not contact days at the Laurea campus.
English
01.05.2020 - 31.08.2020
30.03.2020 - 19.04.2020
31 - 35
Seppo Luode, Otto Mäkelä
This study unit is for Master level students (YAMK) only. Bachelor level students can not enroll to this course.
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea common
5 credits
Approved/Failed
80% Face-to-face, 20% Distance learning
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.
In this study unit a combination of lectures, in-class 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.
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.
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
20 - 35
Virpi Kaartti, Apramey Dube
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 apramey.dube@hanken.fi
This course is only for the students who make their master's degree.
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
3 credits
1 credits
H-5
International student group
5 ects credits = 135 hours (1 credit = 27 hours of work)
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.
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.
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.
Grade 1-5
80% Face-to-face, 20% Distance learning
Literature list will be provided later.
Lectures, group work, individual work
Evaluation methods and criteria will be discussed in the first contact session.
English
01.01.2020 - 31.07.2020
25.11.2019 - 31.12.2019
20 - 35
Virpi Kaartti, Melanie Wendland, Virtuaali Tarvainen
This course is only for the students who make their master's degree.
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
3 credits
1 credits
H-5
Project work for a client.
International student group.
5 ects credits = 135 hours (1 credit = 27 hours of work)
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.
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.
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.
Face-to-face
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
Ville Saarikoski
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea common
Approved/Failed
20% Face-to-face, 80% Distance learning
Stickdorn & al. 2018. This is Service Design Doing.
Further sources listed in the Optima workspace.
Blended learning with four campus sessions.
Assessment and feedback by the learning facilitators and peer assessment.
See criteria below.
All assignments need to be handed in.
Possible absences need to be compensated.
English
02.03.2020 - 12.06.2020
25.11.2019 - 01.12.2019
20 - 40
Tarja Chydenius
Attendance obligatory.
In case of an absence due to sickness or another important obligation the student is responsible to compensate the absence independently by submitting a short report to the learning facilitator. Details in Optima.
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
4 credits
4 credits
Approved/Failed
Acknowledgement of prior learning, to be discussed with the responsible learning facilitator.
Creating material and knowledge for the Erasmus+ funded project "Enhanicing Inclusion and Diversity Management in Higher Education".
http://www.enhanceidm.eu/
The study unit starts on March 2nd, 2020 with a pretask.
Campus sessions at 16.30 - 19.30 Laurea Leppävaara:
Thursday 19.3.
Friday 20.3.
Thursday 16.4.
Thursday 7.5.
International Erasmus+ project, Output 4
http://www.enhanceidm.eu/
Workload & assessment
5 ects = approx. 135 student working hours
All assignments are individual tasks, around 120 h
Contact sessions: 12 h
A more detailed workload per assignments is given in the Optima workspace.
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
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.
Distance learning
Recommended literature list will be provided in the beginning of the study unit.
In this study unit a combination of lectures, individual and group assignments are used. All parts of the study-unit are compulsory. In event of absence from any activity, student has to do compensatory assignment.
Evaluation methods and criteria will be discussed in the first joint session.
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
15 - 35
Auli Guilland
This course focuses on collecting and analysing visual data for service design.
This course is only for the students who make their master's degree.
Laurea Yhteinen (not translated)
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea common
5 credits
Approved/Failed
Virtual study unit with interactivity
Joint online sessions in Zoom.
9 January 2020 at 6-7 pm (Finnish time)
23 January 2020 at 6-7 pm (Finnish time)
25 February 2020 at 6-7pm (Finnish time)
12 March 2020 at 6-7 pm (Finnish time)
2 April 2020 at 6-7 pm (Finnish time)
14 April 2020 at 6-7 pm (Finnish time)
International student group
Appr. 135 hours of work (5 ects). One ects = 27 workhours
Lectures
Reading
Assignments
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.
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.
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.
Face-to-face
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
20 - 40
Jukka Ojasalo
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
Approved/Failed
Kaija Koivusalo
60% Face-to-face, 40% Distance learning
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
20 - 40
Kaija Koivusalo
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
3 credits
2 credits
H-5
Face-to-face
Study materials and suggested literature will be planned together with the student group at the beginning of the study unit.
Optima platform will be opened to students the latest 2.10.2020
Learning objectives of the study unit:
Student is able to:
Anticipate, prepare and plan for internal and external effects on the prevailing circumstances in the environment.
Understand the importance of communication in change situations.
Analyze change from various perspectives.
Know the essentials of personal leadership.
Special themes for the Fall 2020 implementation are ”Understanding external and internal environments”, ”Leading Myself” and ”Technology and AI as triggers to change”. These themes are discussed with expert lecturers and in teams.
Implementation: On Laurea Leppävaara Campus; Situation and restrictions concerning the Covid-19 pandemia may change the implementation plans. The whole course is implemented remotely, if needed. These changes are communicated to students in due course.
Study unit-specific evaluation criteria will be announced at the beginning of the course.
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
20 - 40
Pekka Matvejeff
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
H-5
If needed, possible optional ways of completing the course can be negotiated with the teacher in charge.
The learning assignment will be done in a real organizational environment (student´s own organization).
Contact days: Saturday 3.10.2020; Thursday 5.11.2020; Friday 4.12.2020
Based on the student mix, learning asseignment is done in international context.
To be discussed at the beginning of the course.
Special themes for the Fall 2020 implementation are ”Understanding external and internal environments”, ”Leading Myself” and ”Technology and AI as triggers to change”. These themes are discussed with expert lecturers and in teams.
Course assignment consists of a team assignment and an individual essay.
Implementation: On Laurea Leppävaara Campus; Situation and restrictions concerning the Covid-19 pandemia may change the implementation plans. The whole course is implemented remotely, if needed. These changes are communicated to students in due course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Study unit-specific evaluation criteria will be announced at the beginning of the course.
Face-to-face
Depending on your personal learning objectives and related themes and topics covered in your blog posts you can choose suitable literature to strengthen your arguments.
This elective study unit consists of diverse seminars, conferences, workshops and other events in the field of services, innovation, and design.
There are not any contact sessions in this study unit. The instructions can be found on e-learning environment. There is also a discussion forum for questions and further information.
The assessment is based on the following elements:
1) Students' description of their current knowledge of the topic and their learning objectives for the study unit.
2) The blog posts published during the study unit.
3) Students' reflection of their learning compared to the objectives set in the beginning of the study unit and self-assessment.
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Virpi Kaartti, Antti Kytö
The accomplishment of the study unit requires students' activity to find suitable events, even though there will be some suggestions as well.
This course is for the master degree students only. In this study unit students deepen their knowledge in service innovation and design, thus it is not suitable as a first course of service design if the student does not have any prior knowledge of the topic.
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
H-5
One credit equals approximately 26.7 hours of work performed by the student.
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.
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.
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
Face-to-face
ALLEA - All European Academies. 2017. The European Code of Conduct for Research Intregrity. Revised Edition Berlin: All European Academies. https://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf
Carroll, A.B. 1999. Corporate Social Responsibility. Evolution of a Definitional Construct. Business and Society, 38(3) 268-295.
Convention on Human Rights and Biomedicine (Oviedo Convention), Council of Europe, 1997. http://conventions.coe.int/Treaty/EN/Treaties/Html/164.htm Accessed 31st March 2017. Convention for the Protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine, Council of Europe (April 1997).
Council of Europe 2009. Bioethical Issues. Educational Fact Sheets. http://book.coe.int
Donaldson, T. & Werhane, P. H. 2002. Introduction to Ethical Reasoning. In: Donaldson, T., Werhane, P.H. & Cording, M. (eds.) Ethical Issues in Business. 7th edition, Upper Saddle River NJ: Prentice Hall. 1-11.
Donetto S., Pierri P., Tsianakas V. & Robert G. 2015 Experience-based Co-design and Healthcare Improvement: Realizing Participatory Design in the Public Sector, The Design Journal, 18(2), 227-24.
Heimo O.I., Harviainen J.T., Kimppa K.K. & Mäkilä T. 2018. Virtual to Virtuous Money: A Virtue Ethics Perspective on Video Game Business Logic. J Bus Ethics, 153(1), 95–103.
International Organization for Standardization, 2018. ISO 26000 - Social responsibility.
https://www.iso.org/iso-26000-social-responsibility.html
Juujärvi, S. 2018 Practical problem solving in enhancing ethical competences of health and social care professionals. In: Sanna Juvonen & Päivi Marjanen & Tarja Meristö (eds.) Learning by Developing 2.0: Case studies in theory and practice. Laurea Publications 101. Laurea University of Applied Sciences, 178–196. https://www.theseus.fi/handle/10024/159833
Rhodes, C. 2012. Agonism and Possibilities of Ethics in HRT. J Bus Ethics, 111, 49-59.
Saxén H. 2017. A Cultural Giant. An interpretation of bioethics in lights of its intellectual and cultural history. http://tampub.uta.fi/bitstream/handle/10024/101926/978-952-03-0523-9.pdf?sequence=1&isAllowed=y
Simola S.K., Barling J. & Turner N. 2010. Transformational leadership and leader moral orientation: Contrasting an ethic of justice and ethic of care. The Leadership Quarterly, 21, 179-188.
Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/weber/
U.S. Department of Health and Human Services 2012. https://www.hhs.gov/about/agencies/iea/partnerships/about-the-partnership-center/index.html Accessed 6th February 2018.
World Health Organisation. 2011. Standards and Operational Guidance for Ethics Review of Health-Related Research with Human Participants. Accessed 31st March 2017. http://apps.who.int/iris/bitstream/10665/44783/1/9789241502948_eng.pdf?ua=1&ua=1
World Medical Organization. Declaration of Helsinki.1996. British Medical Journal 313(7070):1448-1449. http://www.bmj.com/content/313/7070/1448.2
More relevant articles according to students interest.
Some more suggestions as relevant articles coming later from the speakers.
1) Individual pre-symposium assignment: Study objectives and a research table in Learning Diary.
2) Participation in Ethical Leadership and Management Symposium lectures and workshops.
3) Individual assignment: A reflective learning diary including a case study and the research table.
Overall assessment criteria for the learning diary
1. Logic, thoroughness, creativity and motivation of the arguments and ideas presented in the reflection
2. Carefulness of using the pre-assignment articles
3. Comprehensiveness of the theoretical foundation
4. Clarity of the report (the structure of the learning diary may be freely determined by the student)
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
0 - 65
Teija-Kaisa Aholaakko, Jorma Jokela
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Tikkurila
H-5
None
No
Deadline of the Pre-Assignment 1: research table 12th October 2020.
Deadline for the individual learning diary: 2020 November 22nd 23:59.
International lecturers:
Joke Lemiengre, PhD, RN, University College Leuven Limburg, Belgium
Lecture xx from Universitetet Nord, Bodö, Norway
Ethical Leadership and Management -Symposium (5 ECTS = 135 hrs):
Pre-assignment 1 (2 ECTS= 54 hrs) Study objectives and pre-symposium research table of research articles selected for ELM-symposium introduced in the Learning diary.
Assignment 2 (0.3 ECTS = 8 hrs) Participation in ELM-symposium 22nd and 23rd October 2020
Assignment 3 (2.7 ECTS= 73 hrs) Learning diary (Max 3000 words) including individual objectives, reflection of objectives and active participation in ELM- symposium lectures and workshops; as well as the introduction of the case study. The pre-symposium research table is included as an appendix.
The student did not particepated in the studies or failed to fulfil the EQF 7-level assessment criteria.
The student is able
To gather, process, produce and evaluate information about ethical leadership and management widely.
To use concepts of the area of expertise systematically.
To solve problems in ethical leadership and management research, development and/or innovation activities.
To recognize and analyze foci of ethical leadership and management development making use of the knowledge base.
To communicate about ethical leadership and management clearly both orally and in writing.
The student is able
To gather, process, produce and evaluate information about ethical leadership and management critically and widely making use of both national and international scientific sources.
To use concepts of the area of expertise fairly.
To solve problems in ethical leadership and management research, development and/or innovation activities by applying and combining information from different fields.
To create target-oriented, justified development plans for ethical leadership and management considering the community.
To communicate about ethical leadership and management in a competent, clear and consistent manner both orally and in writing.
The student is able to create a consistent framework/knowledge base for ethical leadership and management making use of both national and international scientific sources in a critical analytic fashion.
To solve demanding problems in research, development and/or innovation activities in ethical leadership and managements where new knowledge and competence is created
as well as to apply and combine information from different fields.
To develop the activities of the ethical leadership and management competence area in a target-oriented and communal fashion.
To communicate about ethical leadership and management convincingly both orally and in writing to audiences within and exterior to the field.
80% Face-to-face, 20% Distance learning
The literature will be announced in the first lecture - there will be a selection of books and articles to choose from according to student's own learning goals.
Recommended literature includes:
- Kaner, S., Lind, L., Toldi, C., Fisk, S. & Berger, D. (2014) Facilitator's guide to participatory decision-making. 3rd ed. San Francisco, CA : Jossey-Bass.
- Schwarz, R. (2017) The Skilled Facilitator. A Comprehensive Resouces for Consultants, Facilitators, Coaches, and Trainers. 3rd edition.
- Unger, R., Nunnally, B. & Willis, D. (2013) Designing the conversation: techniques for successful facilitation. Berkeley, Calif.: New Riders.
Having completed this study unit the student will be able to:
- explain the principles of facilitation and what is facilitation in different contexts
- identify the role of a facilitator
- classify facilitation competences and tools, and to master their business applications
- develop workshops to be more interactive and productive, and
- develop a basic facilitated workshop process with relevant tools and guidelines.
Evaluation is based on 1) Contact day attendance and activity during exercises, and 2) The quality of the written learning assignment and presentation.
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
12 - 35
Päivi Pöyry-Lassila, Jani Turku
The students must have basic knowledge of service design when enrolling to this study unit.
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
3 credits
1 credits
Approved/Failed
The study unit includes a learning assignment to be carried out in collaboration with a worklife partner, either some organization or Laurea's RDI project. The students may choose independently the worklife partner, but the course staff will also offer opportunities for collaboration with Laurea's RDI projects.
The learning assignment includes planning, organizing, and reporting a facilitated workshop. Detailed instructions will be given in the first lecture.
There will be three contact days (9:00-16:30):
2.10.2020
6.11.2020
5.12.2020
Päivi Harmoinen
Distance learning
Theoretical framework and key concepts: learning materials will be shared during the course.
Service Design methods & tools:
Stickdorn, M., Lawrence, A. and Hormess, M., Schneider, J. 2018.This is service design doing :applying service design thinking in the real world : a practitioner's handbook.Canada: O'Reilly.
Ebook:
https://laurea.finna.fi/Search/Results?lookfor=this+is+service+design+doing&type=AllFields
Introduction to Service Design Process and Methods (21.9.-30.11.2020) is an online course-taking place in the Canvas working space. It begins by presenting the theoretical framework and key concepts and continues by introducing a service design process model (Double Diamond) as well as related methods and tools. Students manage the learning process independently through individual tasks and reflective assignments with peers. The course does not include any project work.
Assessment criteria of the individual tasks and their value regarding the final grade will be published as an integral part of the course material.
Individual assignments, Quiz and reflective tasks with peers on Canvas, scale 1-5.
English
21.09.2020 - 30.11.2020
18.05.2020 - 31.08.2020
80 - 140
Auli Guilland, Päivi Harmoinen
According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrolment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.” (Laurea degree regulations) “In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit” (Decision by the vice president, education 7/2019).
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Virtual Campus
3 credits
5 credits
H-5
no alternatives
Working online during 21.9. - 30.11.2020
Course includes various tasks to be taken individually as well as reflection with peers. Some of the tasks may be tied to predefined schedule.
Tasks include tests which will be taken at the student's own pace and need to be passed.
The course is 5 ects which equals approximately 135 h of studying.
Work is mainly done individually.
The course begins with the presentation of the theoretical framework and key concepts and is followed by the presentation of the design process, methods, and tools. The aim is to create an understanding of the possibilities and limitations of service design and encourage the student to reflect on the basis of the theoretical framework the use, usability, and outcomes of the various elements.
The contents of the course are organized in various folders which are available simultaneously. Learning is facilitated with the help of various tools and games such as memory cards, text filling tasks, quizzes which also enable evaluation of the learning outcomes.
EVALUATION CRITERIA OF A STUDY UNIT IN MASTER STUDIES
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 OF A STUDY UNIT IN MASTER STUDIES
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 OF A STUDY UNIT IN MASTER STUDIES
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.
20% Face-to-face, 80% Distance learning
The literature list will be provided later.
In this study unit students learn basics of digital service design related topics: user-experience design (UX Design), interaction design (IXD), user-interface design (UI Design) and digital prototyping. Students form small design teams (3-4 persons) to work with a real client whose service is / will be strongly delivered in digital channels. Students present their work and digital service prototypes as a pitch talk in final seminar.
The client will be announced in the first contact session and final seminar.
NOTE: As students collaborate closely together, student must be present and participate each contact session to complete this study unit successfully.
The study unit is evaluated based on teamwork and individual learning diary. The team work consists 40% and individual learning diary 60% of the final grade.
The team work is formulased from visual report of the process, which includes the final service concept. The visual report should include the service design process, business model, value propotition, prototype, usertesting report and future development ideas. The visual report is evaluated based on general evaluation criteria.
The Learning diary should reflect the learning objectives of the study unit.
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
25 - 31
Päivi Tossavainen, Antti Kytö
This course is for the master degree students only.
As students deepen their service design skills into digital context, the following completed study units are prerequisites into this study unit :
- Design Thinking A9299
AND:
- Service Design Process and Methods A9303
OR:
- Methods of Service Design A9408
Korkeakouluyksikkö D /YAMK
CYJ2 Complementary competence (master’s studies in English), Generic studies
Laurea Leppävaara
5 credits
4 credits
H-5
This study unit is once a year available, and there is no optional way to complete the study unit.
Students work with a client to solve client's challenges in digital service context.
See above
International student group
5 ects credits = 135 hours (1 credit = 27 hours of work)
Group work and independent work - notice the timeline
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.
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.
