Curricula

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Online 100 %
Moodle workspace

Learning materials and recommended literature

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Kim, W.C. - Mauborgne, R. (2004) Blue Ocean Strategy. Harvard Business Review, October 2004, pages 76-84

Porter, M. - Kramer, M. (2011) Creating Shared Value. Harvard Business Review, Jan-Feb 2011, pages 62-77.

Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'

Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

Additional learning material provided in the Moodle-workspace

During the course, the utilization of artificial intelligence, instructions and possible ethical questions follow the updated recommendations of Arene and Jamk's instructions.

Teaching methods

100% online course
Learning environment: Moodle - workspace guides and supports learning. The webinars mainly focus on peer learning and guidance.

Online webinars: zoom link can be found on the Moodle workspace
Participation in webinars requires a working camera, headphones and microphone.

Students will be checked three weeks after the start of the implementation. When a student submits an orientation assignment, he/she expresses his/her activity and can continue studying during the course.

The content of the course focuses on business strategy.

There will be prerecorded lectures, business simulation game, learning from assignments and getting feedback from other students

Guidance
You will receive guidance in the Moodle learning environment (e.g. question and answer forum) and webinars. You will also receive guidance from your peer students.

Feedback
You will receive both qualitative and quantitative evaluation and feedback on your simulation game and learning assignment.
You give feedback on the course (mid-term and final feedback on the implementation).

Practical training and working life connections

Your student group forms a working life-oriented peer learning network.

International connections

During the course, you will utilise international source material and the environment of the simulation game.

Alternative completion methods

You can familiarise yourself with 17§ of Jamk's degree regulations when considering the recognition and recognition of course competence based on your previously acquired competence and the objectives of the course.

Student workload

- orientation assignment 8 h
- lectures/online lectures 8 h
- individual learning assignments 30 h
- webinars or replacing assignments 8 h
- simulation game 51 h
- studying the course material 30 h

Total 135 hours

Content scheduling

In the course, learning takes place by participating in webinars, independent information search, gaming and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace

Further information for students

Orientation assignment, which is an individual assignment and will be returned before the 1st webinar. Assessment (adopted/completed/failed)
Three online meetings to monitor and support learning and the completion of a development task
Individual assignment, application of theory 40% of course grade, assessment 0-5
Simulation game, group assignment, 40% of course grade, assessment 0-5
Reflection assignment, individual assignment 20% of course grade, assessment 0-5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Online 100 %
Moodle workspace

Learning materials and recommended literature

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'

Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

Teaching methods

You can study in the course at your own pace
There will be prerecorded lectures, learning from assignments and getting feedback from other students
- Individual learning assignments
- A report to be done with a pair
- Small group work online
- Webinars
- Online Discussions

Student workload

- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars or replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h

Total 135 hours

Content scheduling

In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace

Further information for students

- Orientation, individual task, (passed / failed)
- Report, pair work, 30% of the grade of the course, scale 0-5
- Development work, 70% of the grade of the course, scale 0-5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Online 100 %
Moodle workspace

Learning materials and recommended literature

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'

Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

Teaching methods

You can study in the course at your own pace
There will be prerecorded lectures, learning from assignments and getting feedback from other students
- Individual learning assignments
- A report to be done with a pair
- Small group work online
- Webinars
- Online Discussions

Student workload

- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars or replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h

Total 135 hours

Content scheduling

In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace

Further information for students

- Orientation, individual task, (passed / failed)
- Report, pair work, 30% of the grade of the course, scale 0-5
- Development work, 70% of the grade of the course, scale 0-5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Implementation time 10.1.2024 - 20.5.2024 (Moodle open)

I Webinar 16.01.2023 time 12-17
II Webinar 07.02.2023 time 12-17
III Webinar 05.03.2023 time 16-19

Learning materials and recommended literature

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
Kim, W. Chan Blue ocean strategy 2005 (or newer).

Teaching methods

Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

Student workload

Pre-assignment and preparation for it 10 h
Lectures and workshops 20 h
Peer evaluation 10 h
On-line learning 45 h
Independent work 50 h

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Implementation time 1.9-20.12.2023 (Moodle open)

I Webinar 20.9.20232023 time 12-17
II Webinar 10.10. 2023 2023 time 12-17
III Webinar 31.10 2023 time 16-19

Learning materials and recommended literature

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
Kim, W. Chan Blue ocean strategy 2005 (or newer).
Juhola, E., Rydenfelt, H. 2020. Strateginen viestintä ja organisaation tavoitteet. Media & viestintä : kulttuurin ja yhteiskunnan tutkimuksen lehti. Vuosikerta. 43 , Nro 1 , Sivut 79-99. https://helda.helsinki.fi/bitstream/handle/10138/317042/91081_Artikkelin_teksti_148095_1_10_20200328.pdf?sequence=1

Teaching methods

Online learning, independent learning and peer support.

Student workload

Pre-assignment and preparation for it 10 h
Lectures and workshops 20 h
Peer evaluation 10 h
On-line learning 45 h
Independent work 50 h

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Online 100 %
Moodle workspace

Learning materials and recommended literature

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'

Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

Teaching methods

You can study in the course at your own pace
- Individual learning assignments
- report to be done with a pair
- Small group work online
- Webinars
- Online Discussions

Student workload

- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars/replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h

Total 135 hours

Content scheduling

In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace

Further information for students

- Orientation, individual task, (passed / failed)
- Report, pair work, 30% of the grade of the course, scale 0-5
- Development work, 70% of the grade of the course, scale 0-5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Online 100 %
Moodle workspace

Learning materials and recommended literature

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'

Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

Teaching methods

You can study in the course at your own pace
- Individual learning assignments
- report to be done with a pair
- Small group work online
- Webinars
- Online Discussions

Student workload

- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars/replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h

Total 135 hours

Content scheduling

In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace

Further information for students

- Orientation, individual task, (passed / failed)
- Report, pair work, 30% of the grade of the course, scale 0-5
- Development work, 70% of the grade of the course, scale 0-5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Implementation time 10.1.2022 - 20.5.2022 (Moodle open)

I Webinar 2.2.22 time 15-17
II Webinar 23.2.22 time 15-17
III Webinar 17.3.22 time 15-17

Learning materials and recommended literature

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
Kim, W. Chan Blue ocean strategy 2005 (or newer).

Teaching methods

Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

Student workload

Pre-assignment and preparation for it 10 h
Lectures and workshops 20 h
Peer evaluation 10 h
On-line learning 45 h
Independent work 50 h

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Learning materials and recommended literature

Porter, M. 1996. What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
Porter, M. 2008. The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
Kim, W & Mauborgne, R 2015 Blue ocean strategy. or Kim, W & Mauborgne, R. 2017 Blue ocean shift.

Teaching methods

Online learning, and also there is independent learning and peer support.

Alternative completion methods

Studyfication is an alternative method of course implementation according to JAMK degree regulation.

Student workload

pre-assignment and preparation for it 10 h
lectures and workshops 20 h
peer evaluation 10 h
on-line learning 45 h
independent work 50 h

Content scheduling

On-lines, 100%
1.9.2022 klo 12.00-18.00
29.9.2022 klo 12.00-18.00
27.10.2022 klo 16.00-19

Further information for students

The course is implemented in a project-based way, where lectures, group work and independent study complement each other. Assessment methods include direct feedback from the supervisor, self- and peer review, final feedback.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Moodle virtual learning environment

Learning materials and recommended literature

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Teaching methods

Online webinars
Thee individual assignments:
Orientation, learning diary and development assignment

Student workload

135 h, which includes participation of online webinars, independent studying and completion of the assignments

Further information for students

avoin amk 10 paikkaa sisältyy max-määrään

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Objectives

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Time and location

Implementation time 10.1.2022 - 20.5.2022 (Moodle open)

I Webinar 2.2.22 time 15-17
II Webinar 23.2.22 time 15-17
III Webinar 17.3.22 time 15-17

Learning materials and recommended literature

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
Kim, W. Chan Blue ocean strategy 2005 (or newer).

Teaching methods

Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

Student workload

Pre-assignment and preparation for it 10 h
Lectures and workshops 20 h
Peer evaluation 10 h
On-line learning 45 h
Independent work 50 h

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Evaluation criteria, good (3-4)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Evaluation criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.