Study Guide

Learning outcomes

The student is able to
- lead one's own work in teams both in projects and in a business environment
- implement business understanding into research and analysis tasks both digitally and in authentic situations
- communicate professionally in teamwork and employs intercultural skills into practice

Teaching methods

Contact classes, team work, individual work.

Location and time

Presence is compulsory during the first class, 30.1.2023. Also, when there are guest lecturers and student presentations.

Learning materials and recommended literature

Barden, Phil. (2013). Decoded. The Science Behind Why We Buy. Wiley.

Blythe, Jim. (2013). Consumer Behaviour. Sage.

Finch, Brian. 2013. How to write a business plan. Kogan Page.

Kahle, Lynn R. & Valette-Florence, Pierre. (2012). Marketplace Lifestyles in an Age of Social Media. Theory and Methods. Routledge.

Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.

Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.

Lynch, Richard 2006: Corporate strategy. Prentice Hall, Harlow.

MacRae, Ian & Furnham, Adrian. 2017. Motivation and Performance. A guide to motivating a diverse workforce. Kogan Page Limited.

Maylett, Tracy EdD & Wride, Matthew JD. 2017. The Employee Experience. How to Attract Talent, Retain Top Performers, and Drive Results. Wiley.

Osterwalder, A. & Pigneur, Y. (2009). Business Model Generation. Amsterdam. Self Published.

Robbins, Stephen P. & Judge, Timothy A. (2016). Essentials of Organizational Behavior. Pearson.

Robbins, Stephen P., Judge, Timothy A. & Campbell, Timothy T. (2010). Organizational Behaviour. Pearson.

Solomon, Michael R. (2011). Consumer Behavior. Buying, Having, and Being. Pearson.

Soman, Dilip and N-Marandi, Sara. (2010). Managing Customer Value. One Stage at a Time. World Scientific.

Thaler, Richard H. (2015). Misbehaving. The Making of Behavioral Economics. W.W. Norton & Company Inc.

Thaler, Richard H. & Sustein, Cass R. (2008). Nudge. Improving Decisions, about Health, Wealth, and Happiness. Yale University Press.

Walden, Steven. (2017). Customer Experience Management Rebooted - Are you an experience brand or an efficiency brand? Palgrave Macmillan.

Important dates

Presence is compulsory during the first class, 30.1.2023. Also, when there are guest lecturers and student presentations.
The exact schedule will be in canvas and discussed during the first class.

Content and scheduling

Learning outcomes of the course
The student is able to
- lead one's own work in teams both in projects and in a business environment
- implement business understanding into research and analysis tasks both digitally and in authentic situations
- communicate professionally in teamwork and employs intercultural skills into practice

Grading scale

Approved/Failed

Evaluation methods and criteria

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
EXCELLENT
grade 5
Students are able to:
• Apply professional concepts expertly.
• Comply with occupational safety instructions responsibly and independently.
• Justify activities using research knowledge.
• Work independently and take initiatives in line with objectives. Operations are often flexible, systematic, development-oriented, creative and active.
• Select the appropriate techniques and models for activities, and justify the choices.
• Act in customer-oriented ways and according to the situation.
• Promote group activities.
• Able to critically apply ethical principles in the subject field in one's conduct and tasks.
GOOD
grade 3
Students are able to:
• Apply professional concepts systematically.
• Apply occupational safety instructions in their activities.
• Justify, compare and analyse their activities using general guidelines.
• Able to cope independently in different tasks in each operating environment.
• Apply acquired techniques and models diversely.
• Act professionally in customer situations.
• Work in a group in line with objectives.
• Justify their activities in accordance with ethical principles..
SATISFACTORY,
grade 1
Students are able to:
• Apply most important/individual and appropriate professional concepts, and indicate their familiarity with the knowledge base.
• Act safely, although activities are often schematic/ experimental/ fumbling/ self-involved.
• Comply with rules and instructions, and justify their activities using provided instructions.
• Act appropriately under guidance.
• Use acquired techniques and models.
• Take customers into account in their actions.
• Act as group members.
• Act in accordance with ethical principles.

Evaluation criteria, satisfactory (1-2)

Student is able to:
– use essential professional concepts when explaining various work practices and situations
– search for information in different sources
- report
– work under guidance using the skills and methods learned
– interact with customers and/or co-operation partners
– receive guidance
– work as a member of a team
– plan the progress of his/her work and use of time under guidance
– work safely and in accordance with the professional code of conduct
– follow the provided instructions and rules

Evaluation criteria, good (3-4)

Student is able to:
– use professional concepts in a consistent manner when explaining various work practices and situations
– gather information and use his/her knowledge basis
–report in the agreed manner
– work using the skills and methods learned
– engage in professional interaction with customers and/or co-operation partners and identify their needs
– take part in guidance and utilise it
– engage in goal-oriented work in a team
– plan and manage the progress of his/her work and use of time
– detect safety-related risks
– justify this/her actions in accordance with the professional code of conduct

Evaluation criteria, excellent (5)

Student is able to:
– use professional concepts extensively
– compare and choose relevant information
– report and communicate in a professional manner
– work independently, using the skills and methods learned
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
– anticipate his/her need for guidance
– promote the team’s work and team spirit
– manage his/her time appropriately, completing the agreed tasks at the required quality level
– work responsibly, applying the skills and methods learned
– plan and evaluate their work, taking safety and/or ethical aspects into consideration