The student is able to
- explain the principles of qualitative data analysis
- explain the stages in the analytical process
- code and categorize qualitative data
- outline the different approaches of qualitative data analysis
Please select the curriculum by the start year of studies and track.
Face-to-face
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
20 - 40
Jukka Ojasalo
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
Approved/Failed
Distance learning
Hallsworth, M., & Kirkman, E. (2020). Behavioral insights. MIT Press.
Luca, M., & Bazerman, M. H. (2020). The Power of Experiments: Decision Making in a Data-Driven World. Mit Press.
Additional reading materials are given on Canvas platform. Students are also encouraged to search for (academic) literature sources.
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. In this study unit 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 is divided into orientation and 5 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
The study unit is organized virtually on Canvas platform. There is one kick-off lecture on May 24 at 17:00 -18:30 (EET).
The study unit contains planning and executing a small-scale real-life application of behavioral insights, and analysis of an existing development plan from a behavioral perspective.
You can reach the instructor and your fellow students through the Q&A discussion board on Canvas platform. You can use the Canvas Inbox or email messages. The instructor gives feedback on the Canvas platform.
“The evaluation of competence is based on the descriptions of objectives in the curricula and the evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).
The study unit will be evaluated on a scale of 1 to 5 / fail. To pass the study unit you need to complete the Orientation assignment by Sunday, June 6, and to pass at least Module 1 by August 15. Your grade will be defined based on the Modules you have successfully completed. Individual assignments are evaluated on a complete / incomplete scale or in points (multiple choice tasks). To pass a multiple choice task the student needs to score at minimum 70% of the points.
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 assignments or examinations required for passing a study unit must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit.” (Laurea degree regulations.)
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 Urkund is used when assignments are checked, the lecturer will inform the students of this.
English
24.05.2021 - 15.08.2021
05.04.2021 - 11.04.2021
20 - 40
Kaisa Hytönen, Markus Kanerva
The study unit corresponds to the requirements of Master's level education.
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).
There are 5 places available in open UAS and 10 places on CampusOnline.
Students of the Master's programme Behavioral Insights in Business Applications (Päätöksenteon ilmiöt johtamisessa, kehittämisessä ja asiakastyössä) 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 in Canvas.
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
2 credits
5 credits
According to degree regulations “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 module or study unit or another person designated by the director of the UAS unit. The assessment is carried out according to the same criteria and grading scale as that adopted for the corresponding study unit.” For further information visit Student Intranet.
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.
Recommended kick-off lecture on May 24 at 17:00 -18:30
The study unit and assignments are divided into 5 Modules. The DL for handing in assignments is August 15, 2021.
Retake DL Sep 19 midnight.
Use of international academic literature. International student group.
Orientation 8 hours
Each module 25 hours.
In this study unit behavioral insights are applied in business and public policy context. How cognitive biases and heuristics affect our decision-making is one of the main themes. Nudges and choice architecture are introduced as a mean to change people's behavior.
Kaija Koivusalo
60% Face-to-face, 40% Distance learning
English
01.08.2020 - 31.12.2020
18.05.2020 - 09.08.2020
20 - 40
Seppo Luode, Kaija Koivusalo
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), 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
Complementary competence, master’s studies in English (CYJ2), 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.
Tarja Chydenius
Face-to-face
A list of recommended reading will be published in Canvas.
This is a virtual study unit starting in May and ending by August 31, 2021. 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
02.05.2021 - 31.08.2021
05.04.2021 - 11.04.2021
20 - 40
Tarja Chydenius
This study unit is for Master Degree students only.
Guidance will take place in Canavas learning environment.
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
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
June
August
The exact return dates will be informed in the Canvas learning environment.
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.
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
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
Complementary competence, master’s studies in English (CYJ2), 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
60% Face-to-face, 40% Distance learning
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. Students participate to the events and write blog posts based on them (See https://sidlaurea.com/)
There are not any contact sessions in this study unit. The detailed 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
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
20 - 40
Virpi Kaartti
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
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
2 credits
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
Distance learning
Zaki, Mohamed, (2019), "Digital Transformation: Harnessing Digital Technologies for the Next Generation of Services" Journal of Services Marketing,33 (4), 429-435.
Bolton, R. N., McColl-Kennedy, J. R., Cheung, L., Gallan, A., Orsingher, C., Witell, L., & Zaki, M. (2018). Customer experience challenges: bringing together digital, physical and social realms. Journal of Service Management, 29 (5), 776-808.
McColl-Kennedy, J. R., Zaki, M., Lemon, K. N., Urmetzer, F. & Neely, A. (2019). “Gaining customer experience insights that matter”, Journal of Service Research, 21(1), 8-26.
Holmlund, Maria, Vaerenbergh, Yves Van; Ciuchita, Robert; Ravald, Annika; Sarantopoulos, Panagiotis; Villarroel Ordenes, Francisco; Zaki, Mohamed (2020), “Customer Experience Management in the Age of Big Data Analytics: A Strategic Framework”, Journal of Business Research.
Parasuraman, A; Ball, Joan; Aksoy, Lerzan; Keiningham, Timothy; Zaki, Mohamed (2020), "More than a Feeling?: Toward A Theory of Customer Delight", Journal of Service Management.
Hartmann, Philipp Max, Mohamed Zaki, Niels Feldmann, and Andy Neely (2016), “Capturing Value from Big Data - A Taxonomy of Data-Driven Business Models Used by Start-Up Firms,” International Journal of Operations & Production Management, 36 (10), 1382-1406.
Zaki, Mohamed, Bøe-lillegraven, T., and Andy Neely (2016). A Transition Towards a Data-Driven Business Model (DDBM): A Case Study of Nettavisen Online Newspaper Publishing. SAGE Publishing. Doi: http://dx.doi.org/10.4135/9781473970113.
More information: https://www.laurea.fi/kevaan-2021-opinnot-avoin-amk/avoin-yamk-opinnot/CustomerExperienceintheDigitalEra/
Pass/fail
English
09.02.2021 - 26.02.2021
20.12.2020 - 01.02.2021
0 - 40
Virpi Kaartti
Course tutor
Dr Mohamed Zaki is the Deputy Director of the Cambridge Service Alliance at the University of Cambridge, a research centre that brings together the world’s leading firms and academics to address service challenges.
Mohamed’s research interests lie in the field of machine learning and its application on Digital Manufacturing and services. He uses an interdisciplinary approach of data science techniques to address a range of real organizations’ problems such as measuring and managing customer experience and customer loyalty. Other research interests include digital service transformation strategy and data-driven business models.
Mohamed’s research has been published in highly-ranked journals, Journal of Service Research, Journal Service Management, Journal of Business Research, International Journal of Operations and Production Management, PloS ONE, Journal of Production Planning & Control, Journal of Services Marketing as well as an edited book, book chapters and many conference articles.
Mohamed raised over £10 million from research council and industry to fund his research. Mohamed is a principle investigator, research manager and co-investigator in many UK research council projects (e.g. EPSRC, ESRC and Innovate UK) and industrial research projects sponsored by international organisations such as IBM, BAE Systems, Caterpillar, Rolls-Royce, Zoetis, Pearson, CEMEX, PWC and HCL technologies.
https://cambridgeservicealliance.eng.cam.ac.uk/About/directory/MohamedZaki
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
3 credits
5 credits
Approved/Failed
Online sessions (at 10-16 Finnish time):
9-10 February 2021: Lectures and tasks
22 February 2021: Group meetings with the instructor (about 15-30 min per group)
February 26th 10.00 - 16.00 Final presentations and assessment
In addition to the interactive online sessions, you need to do the course assignment and read related literature.
5 ects: 135 hours of work
New technologies and new business models have already changed the way organisations interact with their customers and soon developments such as AI, robots and virtual reality will be a completely normal part of the customer experience alongside face to face engagements.
Managers will need to understand new ways to design customer experiences across the digital, physical and social ‘spaces’.
This course brings together designing and managing customer experience in the digital era, drawing on the latest work from the Cambridge Service Alliance. The course incorporates the practical use of frameworks and methods developed in Cambridge that have been tried and tested with over 350 companies worldwide
60% Face-to-face, 40% Distance learning
Anderson, T., Curtis, A., & Wittig, C. (2014). Definition and theory in social innovation. Krems, Austria: Danube University.
Manzini, E. (2014). Making things happen: Social innovation and design. Design issues, 30(1), 57-66.
Mulgan, G., Tucker, S., Ali, R., & Sanders, B. (2007). Social innovation: what it is, why it matters and how it can be accelerated.
Murray, R., Caulier-Grice, J., & Mulgan, G. (2010). The open book of social innovation (p. 2). London: National endowment for science, technology and the art.
Nicholls, A., & Murdock, A. (2012). The nature of social innovation. In Social innovation (pp. 1-30). Palgrave Macmillan, London.
Nicholls, A., Simon, J., & Gabriel, M. (2015). New frontiers in social innovation research. Springer Nature.
Nilsson, W., & Paddock, T. (2014). Social innovation from the inside out. Standford Social Innovation Review, 46-52.
Phills, J. A., Deiglmeier, K., & Miller, D. T. (2008). Rediscovering social innovation. Stanford Social Innovation Review, 6(4), 34-43.
Sharra, R., & Nyssens, M. (2010). Social innovation: An interdisciplinary and critical review of the concept. Université Catholique de Louvain Belgium, 1-15.
A complete literature list will be provided in Canvas.
Lectures, group work, individual work
The evaluation criteria of a study unit (master level) is applied.
Evaluation methods and criteria will be discussed in the first contact session.
English
01.01.2021 - 31.07.2021
23.11.2020 - 14.02.2021
20 - 40
Virpi Kaartti, Melanie Wendland
Instructors of the course:
Melanie Wendland
Designer / Co-Founder at Sonder Design Collective
Adriana Santamaría P.
Design Strategist for Social Impact
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
3 credits
2 credits
Approved/Failed
International student group
5 ects credits = 135 hours (1 credit = 27 hours of work)
Lectures and group work during the contact sessions
Reading the literature
Assignments
Pre-assignment
Course assignment
Face-to-face
An online course that a student can complete at their own speed. The course consists of five different modules, the tasks of which are mainly done on the Canvas learning platform.
After the Canvas section, the student will do a small development task related to their own business idea or existing business. If the student does not yet have his or her own business idea, the development task is related to the development of his or her own entrepreneurial competence.
No exam, assignments are done on the Canvas platform, followed by a final discussion with the teacher.
English
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
Antti Sekki
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
Approved/Failed
- Future Working Life (1 cr) This module introduces the main forces of change in working life and especially its entrepreneurial nature. Student will become familiar with the diversity of entrepreneurship and will gain a comprehensive understanding of different forms of entrepreneurship and their challenges.
- The identification your own competence (1 cr) This module challenges the student to consider and identify his or her own competence and to compare it with the competence needed in future working life. After this reflection, the student will have a clear picture of what competencies should be developed on a personal level in order to enable the desired career path.
- Pricing of your own competence (1 cr) This module helps the student to understand the importance of personal hourly accounting and invoicing as part of the pricing of your own competence. The aim of the module is to provide very practical exercises for calculating the hourly rate of for your own competence.
- Commercialization of your own competence (1 cr) This module introduces the basics of sales work. Students will understand the importance of sales work in terms of being an entrepreneur and will learn to perceive their own abilities in a possible sales or customer service situation.
- Accounting (1 cr) This module helps the student to understands the basics of accounting. Based on this module students will be able to do basic accountings themselves.
Distance learning
McDonald J.H. 2016 Handbook of biological statistics. Available at: http://www.biostathandbook.com/HandbookBioStatThird.pdf
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
Methods: Online e-tivities, online workshop.
CRITERIA BASED EVALUATION OF A STUDY UNIT ASSIGNMENT
IN MASTER STUDIES at National Framework of Degrees 7-level (NQF 7)
Foci of assessment: Knowledge base, Problem solving, Development: and Communication.
English
01.01.2021 - 31.07.2021
23.11.2020 - 24.01.2021
20 - 30
Elsi Haverinen, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Tikkurila
5 credits
H-5
Assignments:
1 e-tivity: Definition for Epidemiology. By 31st Jan 2021
2 e-tivity: Definition for Biostatistics. By 31st Jan 2021
3 e-tivity: Global Health statistic concepts and parameters. By 31st Jan 2021
4 e-tivity: Basics of Outbreak. 2nd Feb 2021.
5 e-tivity: Outbreak report. 28th Feb 2021.
6 e-tivity: Research table of epidemiological studies. By 31st March 2021
7 e-tivity: Quality of epidemiological studies. 31st March 2021
8 e-tivity: Syndromic surveillance in migrant centers. 4th May 2021.
Online lectures workshops 12 hours
Individual and pair work by completing e-tivities123 hours.
The student is able to
• to analyze the pathogenesis of infectious diseases
• to analyze and implement surveillance data in infection prevention
• 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
Methods: Online lectures, e-tivities, workshops.
The student is not able to complete the study unit at EQF 7-level.
Satisfactory (1)
To gather, process, produce and evaluate information about epidemiology and biostatistics in health care widely.
To use concepts of the area of expertise systematically.
Satisfactory (1)
To solve problems in epidemiology in health care development and/or innovation activities.
Satisfactory (1)
To recognize and analyze focuses of epidemiology in health care development making use of the knowledge base.
Satisfactory (1)
To communicate about epidemiology and biostatistics in health care clearly both orally and in writing.
Good (3)
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.
Good (3)
To solve problems in epidemiology in health care development and/or innovation activities by applying and combining information from different fields.
Good (3)
To create target-oriented, justified development plans for epidemiology in health care considering the community.
Good (3)
To communicate about epidemiology and biostatistics in health care in a competent, clear and consistent manner both orally and in writing.
Focus of assessment: Knowledge base Excellent (5)
The student is able
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.
Focus of assessment: Problem solving: Excellent (5)
The student is able
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.
Focus of assessment:
Development:
Excellent (5)
The student is able
To develop the activities of the epidemiology in health care competence area in a target-oriented and communal fashion.
Focus of assessment: Communication: Excellent (5) The student is able
To communicate about epidemiology and biostatistics in health care convincingly both orally and in writing to audiences within and exterior to the field.
20% Face-to-face, 80% Distance learning
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
Pinto, AD. & Upshur, R.E.G. 2013. An Introduction to Global Health Ethics. London: Routledge. Taylor & Francis Group.
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. Implementation of an ethical decision-making / reasoning model in the case study.
5. Clarity of the report (the structure of the learning diary may be freely determined by the student)
English
01.03.2021 - 31.08.2021
30.11.2020 - 28.02.2021
0 - 65
Teija-Kaisa Aholaakko, Jorma Jokela
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Tikkurila
4 credits
H-5
None
No
Deadline of the Pre-Assignment 1: research table 31st May 2021.
Deadline for the individual learning diary: 2021 August 31st 23:59.
International lecturers:
Lecturer xx from University College Leuven Limburg, Belgium??
Lecturer xx from Universitetet Nord, Bodö, Norway??
Lecturer xx from Coimbra University Portugal?
PhD Heikki Saxén ??
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 11th June 2021
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
Complementary competence, master’s studies in English (CYJ2), 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
20% Face-to-face, 80% Distance learning
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
Patton, MQ. 2011. Developmental Evaluation. Applying Complexity Concepts to Enhance Innovation and Use. The Guilford Press. New York. London.
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
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, workshops, Health technology analysis and seminar presentation.
Assignment: Health technology analysis including guidelines for sustainable use of health technology in infection prevention. A report of maximum 3000 words including compact evidence based recommendations. Deadline 31st May 2021.
CRITERIA BASED EVALUATION for Health Care Evaluation and Infection Prevention Interventions
at National Framework of Degrees 7-level (NQF 7).
Foci of assessment: Knowledge base, Problem solving, Development and Communication.
English
01.01.2021 - 31.07.2021
23.11.2020 - 24.01.2021
20 - 30
Teija-Kaisa Aholaakko
The student is able:
• to analyse and implement methods of health care evaluation
• to implement evidence-based infection prevention measures in health care
• to develop efficient, cost-effective and effective infection prevention interventions
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Tikkurila
4 credits
H-5
None
A HTA assessment report of maximum 3000 words including compact evidence based recommendations. Deadline 31st May 2021.
The student is able:
• to analyse and implement methods of health care evaluation
• to implement evidence-based infection prevention measures in health care
• to develop efficient, cost-effective and effective infection prevention interventions
Content:
• Health Care evaluation policies and methods
• Evidence-based infection prevention
• Patient safety
• Health Technology assessment
• Ethical issues in health care evaluation
• Patient / service user perspective in infection prevention and control (Patient preferencies, Quality of life)
Compulsory presence at contact lessons: 12.3.-21 12.30-16 (4) ; 17.4.-21 9-11.30 (8); 10.6.-21 9-16 (16).
The student is not able to complete the study unit at EQF 7-level. (not translated)
Satisfactory (1)
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.
Good (3)
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.
Excellent (5)
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.
Distance learning
The material will be available on the online platform
Background literature for your reference
METHOD
1. gamestorming.com or the book Gamestorming - A Rulebook for Innovators, Rulebrakers, and Changemakers 2010
2. The Innovator´s Toolkit, Silverstein David, Sanuel Philip, DeCarlo Neil, 2009
PROCESS
1. The Innovation Journey, Andrew Van De Ven, Douglas E Polley, Raghu Garud, Sankaran Venkataraman 2008
BOOKS ON WHAT WE KNOW ON INNOVATION
1. The Oxford Handbook on Innovation, Jan Fagerberg, David c. Mowery, Richard R. Nelson 2005
2. Diffusion of Innovations, Rogers M. Everett, fifth edition 2003
The course will contain references to a broader set of literature and articles
Online course, flexible time
The student will undertake an innovation journey. This can either be a journey which has already happened or one which is planned or imagined to happen.
The student will be guided by literature to note different aspects of the journey e.g the process view to innovation, methods of personal and group creativity, the role of networks in innovation, the role of theory in predicting where to innovate. etc
The student will write an essay reflecting on this experience.
During the course the student will be able to communicate with other course participants through the online platform.
English
01.06.2021 - 15.08.2021
05.04.2021 - 11.04.2021
0 - 60
Ville Saarikoski
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
5 credits
Approved/Failed
The course will be available online 1.6
Depending on the number of students and request from the students a Q & A session for discussion with the teacher can be arranged on the zoom platform. The course has been planned as independent of both time and place.
The course will end by 15.8 after which the returned assignments will be graded.
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 (22.3.-23.5.2021) 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
22.03.2021 - 23.05.2021
23.11.2020 - 28.02.2021
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
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
4 credits
5 credits
H-5
no alternatives
Working online during 22.3.-23.5.2021
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 passe, but it's recommended to follow the schedule:
Module 1: 22.3.-11.4.2021
Business Logic, Service Value,
Service Development Process
tasks: Quiz and Assignment 1
Module 2: 12.4.-23.5.2021
Service design methods & tools
tasks: Quizzes and Assignments 2 & 3
Discover-phase 12.4.-18.4.
Define-phase 19.4.-9.5.
Develop-phase 10.5.-16.5.
Deliver-phase 17.5.-23.5.
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.
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
Complementary competence, master’s studies in English (CYJ2), 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.
Distance learning
Suggestions, Management Accounting books:
Drury, Colin. Management and Cost Accounting
Gowthorpe, Catherine. Management accounting
Atrill, Peter. Accounting and finance for non-specialists.
There are many other accounting books in libraries and online. Find books on Management Accounting (not Financial Accounting). You need a basic book on management accounting for the orientation and module 1 assignments.
Articles:
Tenucci, Andrea and Laine Teemu, 2016. CIMA report, The role of management accounting in servitisation: https://www.cimaglobal.com/Research--Insight/The-role-of-management-accounting-in-servitisation/
Laine, T., Cinquini, L., Suomala, P., & Tenucci, A. (2013, June). Roles of accounting and control in New Service Development within Servitization–a literature review and research implications. In Proceedings of the 2013 Naples forum on service-service dominant logic, network & systems theory and service science (pp. 18-21). http://www.naplesforumonservice.it/uploads//files/Laine%2CCinquini%2C%20Suomala%2C%20Tenucci.pdf
Laine, T., Paranko, J., & Suomala, P. (2012). Management accounting roles in supporting servitisation. Managing Service Quality: An International Journal.
https://tutcris.tut.fi/portal/files/1025738/laine_management_accounting_roles_in_supporting.pdf
Laine, Teemu; Cinquini, Lino; Suomala, Petri; Tenucci, Andrea. Roles of accounting and control in New Service Development within servitization - a literature review and research implications.
http://www.naplesforumonservice.it/uploads//files/Laine%2CCinquini%2C%20Suomala%2C%20Tenucci.pdf
More articles, videos and podcast links will be given when the course starts.
This course includes lectures, workshops, individual assignments, writing and essay and working in teams on a chosen topic. All five modules are compulsory. Absence during the last two full days, 19.-20.3., must be compensated with an additional assignment.
This course is offered online in Zoom in spring 2021.
The final grade for this course is a weighted average of your assignments. The weights are:
Orientation: pass/fail
Modules 1, 2 and 3 (Individual assignments): 40%
Module 4 (Individual essay): 30%
Module 5 (Team work): 30%
English
15.01.2021 - 30.04.2021
23.11.2020 - 31.12.2020
20 - 40
Kaija Koivusalo
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 cabin rental business.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
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
2 credits
5 credits
H-5
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 cabin rental business): 35 hours
4. Essay: 40 hours
5. Team work, presentation, peer review: 35 hours
Thursday 4.2.2021 at 16.30-19.30 (evening session): Orientation and management accounting basics, info about the assignments
Thursday 4.3.2021 at 16.30-19.30 (evening session): Cost accounting and pricing, Excel workshop
Friday 19.3.2021 at 9-16.30 (full day session): Budgeting and control, Excel workshop
Saturday 20.3.2021 at 9-16.30 (full day session, team presentations)
Deadline for essay and budgeting assignment 18th April.
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.
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.
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
This is an online study unit which starts in May 2021 and ends in August 2021.
English
01.05.2021 - 31.08.2021
05.04.2021 - 11.04.2021
20 - 40
Kaija Koivusalo
This study unit is for Master level students (YAMK) only. Bachelor level students can not enroll to this course.
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
5 credits
H-5
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
Complementary competence, master’s studies in English (CYJ2), 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.
Face-to-face
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
01.01.2021 - 31.07.2021
23.11.2020 - 13.12.2020
20 - 40
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 aprameydube@gmail.com
This course is only for the students who make their master's degree.
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
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
Distance learning
Text books as background material
Available online Lynn Richard, Corporate Strategy, fourth edition FT Prentice Hall, 2005
Available in print. Johnson, Whittingtin, Scholes Exploring Corporate Strategy. ninth edition 2011 FT Prentice Hall
The course will be online at canvas.laurea.fi. Laurea students can access the course once registered and accepted. Campusonline students will be given studentnumber@laurea.fi, which they have to register (get password) and then access the platform.
The course will consist of five weekly meetings starting March first 16-17 (see tentative dates below). Students will be asked to conduct a literature search on strategy and to pick 10 articles and review one article to share with others. From the combined pool of articles we will choose 10, which students will read and discuss in the weekly meetings. Students will also need to complete a team task in which they design a strategy for the company they choose. Attendance in class will affect the final grade.
English
01.03.2021 - 31.05.2021
23.11.2020 - 24.01.2021
0 - 60
Ville Saarikoski
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
5 credits
Approved/Failed
March 1 st Monday 16-17 on zoom (virtual meeting) every week after that untill March Monday 29 th 16-17. Final presentations May 3 rd Monday 16-17.
(timetable tentative)
In earlier classes we have discussed topics such as:
- mission statement, vision
- core competence
- strategy process
- strategy models (positioning tools)
- generic strategies /identifying strategic options
- orientations (innovation, production, customer)
- schools of thought
- culture and strategy
- implementing strategy
Note course build around students interests (explorative approach)
Distance learning
Stickdorn & al. 2018. This is Service Design Doing.
Further sources listed in the Optima workspace.
Online learning with 4 contact sessions in Zoom.
Assessment and feedback by the learning facilitators and peer assessment.
See criteria below.
English
15.03.2021 - 31.05.2021
23.11.2020 - 28.02.2021
20 - 40
Tarja Chydenius
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
4 credits
5 credits
Approved/Failed
Acknowledgement of prior learning, to be discussed with the responsible learning facilitator.
Creating visual material for the SHAPES project
https://www.laurea.fi/en/current-topics/news/shapes-project-launched-harnessing-digital-services-to-support-the-well-being-of-ageing-individuals/
The study unit starts on March 15th, 2021 with a pretask.
See above for the Zoom sessions.
-
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 Canvas 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
Study materials are published in Canvas and they include articles, handbooks, videos and other relevant materials.
The study unit covers contemporary visual research methods and their employment in design processes.
- The study unit consists mainly of independent work completed remotely
- Virtual meetings include lectures and student presentations, and employ group and collaborative learning
- Study materials include articles, videos and other relevant readings that are provided in Canvas
- The assignments are completed individually and remotely, and they include giving peer feedback
- Teacher feedback is provided on the short paper assignment
- Canvas and other relevant virtual tools are used as a learning, collaboration and communication platform
- Teacher guidance and communication takes place in/through Teams/Zoom in virtual meetings and in Canvas between meetings.
50% of the grade consists of the final presentation evaluation and 10% of its peer evaluation. Short paper evaluation forms 20% of the grade. Both assignments are numerically assessed. Four smaller assignments each create 5% of the final grade. The smaller assignments are assessed on pass/fail scale.
Completing the course requires 50% of the total score.
English
01.01.2021 - 31.07.2021
23.11.2020 - 14.02.2021
20 - 40
Tarja Chydenius, Anna Salmi
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
5 credits
H-5
One ECTS reflects 27 h of student work on average. Five ECTS = 135 hours of work.
The student is able to
- understand the relationship between design and visual methods
- discover new ways of using visuals within the design process
- use different visual materials in multiple ways
- analyse visual material and gain understanding of the societal meaning of visuals
- critically reflect on limitations of visual material
Students are able to:
• diversely evaluate and develop their expertise in a target-oriented way
• take responsibility for a community’s actions and their consequences
• apply the ethical principles of the field in their work as experts and workplace developers
• develop the operations and well-being of a work community
• develop multidisciplinary communications and interaction in the workplace
• generate new information and renew ways of working,
• combining competence from various sectors
• carry out international communications in their work and in developing operations.
Students are able to:
• acquire, process, produce and critically evaluate information from the perspectives of different professions
• make decisions with awareness of the individual, community and societal points of view
• promote the fulfilment of equality ideals in the workplace
• utilise information and communication technology in their work
• build partnerships and networks• manage projects profitably
• manage research, development and innovation projects and master the methods of R&D
• operate in international environments
Students are able to:
- assume responsibility for a community’s target-oriented learning• promote the fulfilment of sustainable development principles and social responsibility
- manage socially impactful activities based on ethical values
- manage and reform operations in complex and unpredictable operating environments
- work in demanding expert tasks, in management positions and as entrepreneurs
- develop customer-oriented, sustainable and financially
- viable operations
- predict the effects and opportunities of internationalisation in their field
The course is evaluated on scale H-5
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
Kaija Koivusalo
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Approved/Failed
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
20 - 40
Pekka Matvejeff
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
Approved/Failed
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
20 - 35
Jani Turku, Virtuaali_yamk pamulehtori
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
Approved/Failed
Päivi Harmoinen
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
60 - 80
Päivi Harmoinen
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
Approved/Failed
Face-to-face
Application for this study unit is done with a separate application form on 8.2.-28.2.2021. More information found here: https://www.laurea.fi/en/laurea/3AMK/summer-school/
The intensive week offers the students opportunities to take part in current European discussions and themes on leadership skills and organizational culture. We will focus on best practices in partner countries. Learning is supported by a pre-assignment, brief lectures and presentations, international teamworking, interesting study visits and guidance from academic representatives.
English
16.08.2021 - 20.08.2021
08.02.2021 - 07.03.2021
Maria Ekström
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Virtual Campus
Approved/Failed
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
Jukka Ojasalo
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Approved/Failed
The course helps to understand and conduct qualitative research. It increases capabilities to analyse qualitative data. It introduces the philosophical grounds of qualitative methodology and different qualitative methods. It helps in making methodological choices of and advancing the student’s own thesis project through individual assignments and group exercises. It includes individual coaching with the instructor concerning the methodology of student’s thesis.
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
Antti Kytö, Päivi Tossavainen
Korkeakouluyksikkö D /YAMK
Complementary competence, master’s studies in English (CYJ2), Generic studies
Laurea Leppävaara
Approved/Failed