Business Approach and Leadership Skills (10 cr)

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

Materials

There are various books available in the library, please find below some of them:

Baines, Paul, Whitehouse, Sophie, Antonetti, Paolo & Rosengren, Sara. (2021). Fundamentals of Marketing. Oxford University Press.
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.
Fitzpatrick, Rob. (2014). The Mom Test. How to talk to customers and learn if your business is a good idea when everyone is lying to you.
Kahnemann, Daniel, Sibony, Olivier & Sunstein, Cass R. (2021). Noise. A Flaw in Human Judgment. Little, Brown Spark. Hachette Book Group.
Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.
Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.
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.
de Mooij, Marieke. (2019 3rd edition). Consumer Behavior & Culture. Consequences for Global Marketing and Advertising. SAGE.
Neck, Christopher, Manz, Charles, Houghton, Jeffrey D. (2020, 2nd ed.). Self-leadership: The definitive guide to personal excellence. Sage Publications.
Osterwalder, A. & Pigneur, Y. (2009). Business Model Generation. Amsterdam. Self Published.

Teaching methods

Campus implementation.

Employer connections

Study unit includes business development project.

Completion alternatives

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Student workload

Workload of the study is measured in a way that to acquire the goal competence of the study, one credit corresponds to an average of 26.7 hours of work done by the student. The actual time needed varies e.g. according to prior competence.

Corresponding hours of 10 credits is appr. 267 hours of work.

Evaluation scale

H-5

Further information

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 enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”