Curricula

Objectives

Purpose of the course
You learn to understand how cooperation between organisations and customer-centred co-creation are carried out and how services are created in a networked operating environment.

Competences
Service business management
Entrepreneurship, innovation and working community competence

Learning outcomes
You will learn tools and means for developing and managing the service network. You will learn to improve the customer experience and competitive advantage by developing and creating services in collaboration with stakeholders. You will learn to use creative systemic thinking in the development of cooperation and shared services. You will learn to engage in user-oriented co-creation, even in complex cooperation networks. You will learn to understand the significance of developing internal services and the employee experience in a networked operating model.

Content

Business networks, value chains and value networks, development of the service network, cooperation between companies, creative system thinking and system maps, co-creation, user-centreed design

Learning materials and recommended literature

Valkokari, K., Salminen, J., Rajala, A., Koskela, M., Kaunisto, K. & Apilo, T. 2014. Ekosysteemit ja verkostojen parviäly. Viitattu 6.3.2020. https://www.vtt.fi/inf/pdf/technology/2014/T152.pdf. VTT TECHNOLOGY 152

Valkokari, K., Valjakka, T., Hakanen, T., Kupi, E. & Kaarela, I. 2014. Palveluverkoston kehittämisen työkirja. Viitattu 6.3.2020. https://www.vtt.fi/inf/julkaisut/muut/2014/VTT_Palveluverkoston_kehittamisen_tyokirja.pdf. VTT. ISBN 978-951-38-7438-4. Kuopio: Grano Oy.

Järvensivu, T. 2019. Verkostojen johtaminen: opi ja etene. Helsinki: BoD - Books on Demand. Janet Finna. E-kirja.

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.

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 qualitative evaluation and feedback on your group learning assignment.
You give feedback on the course (final feedback on the implementation).

Practical training and working life connections

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

Exam dates and retake possibilities

The development work (grop work) will be presented in the 3rd webinar

International connections

During the course, you will utilise international source material.

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

Your indicative use of time during the 5-credit course is 135 working hours, which is divided as follows:

Orientation to the course 5 h
Studying the learning materials 20 h
Online lectures and webinars 10 h
Independent work 30 h
Group work 65 h
Self-assessment and feedback 5 h

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 can be found in the Moodle workspace.

Further information for students

Orientation, individual task, (passed / failed)
Development work, group work, 100% of the grade of the course, scale 0-5
Assessment, individual task, (passed - failed)

Pedagogical method in relation to assessment: A development task to be carried out as group work is selected for the course, as the learning objective of the course is to understand how cooperation between organisations and customer-oriented co-creation are carried out.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate 1
You understand the differences between different theories and models of leadership. You differentiate between and classify key concepts of leadership. You discuss the subject from different perspectives. You recognise the key skills in, and benefits of, emotional intelligence, as well as methods for developing them. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You evaluate your leadership and interaction competence and recognise your principal development target. You write in an illustrative manner, but the text contains illogicalities and shortcomings.

Satisfactory 2
You apply the theory of leadership you have delineated. You select and define the key concepts. You utilise key emotional intelligence skills and development methods. You find a solution to the problem and illustrate the results with examples. The examples exhibit understanding and independent thinking that is connected to theory. You are able to cooperate in a responsible manner in a problem-solving situation and take responsibility for a colleague’s work. You understand the significance of equitable and ethical leadership. You evaluate and substantiate your own leadership and interaction competence with examples. You write in a logical and illustrative manner, but the text exhibits certain shortcomings. You write text that is partly unstructured and exhibits numerous different language and style errors.

Evaluation criteria, good (3-4)

Good 3
You analyse essential and well-delineated theory and concepts of leadership and justify their choice. You demonstrate an ability to follow and analyse the development and/or research in your area of expertise. You analyse key emotional intelligence skills and development methods and understand how you can control your own emotions. You lead or plan a research, development or innovation project in which you apply new methods. You develop the operations of the organisation by finding an alternative solution. You combine theory and practice. You analyse and substantiate the significance of equitable and ethical leadership. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical and illustrative manner, substantiating the points you make. You write structured text with occasional language and style errors.

Very good 4
You outline a coherent whole from the key theories and concepts of leadership and emotional intelligence, which you reflect upon critically. You analyse, follow and discuss the development of, and international research in, your area of expertise. You develop key emotional intelligence skills, interpreting and managing emotions. You lead or plan a research, development or innovation project in which you resolve a practical problem. You assess the process and the outcome by mirroring them against usability and theory. You reflect upon leadership and ethicality from the point of view of equality. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical, analytical and competent manner. You write structured text in a fluent and almost error-free formal style.

Evaluation criteria, excellent (5)

Excellent 5
You produce new perspectives or new knowledge about leadership and emotional intelligence for your own organisation. You assess and interpret critically the development of professional fields and international research knowledge on leadership. You define the key concepts related to the specialised competence in theories of leaderships in relation to one other. You show development responsibility for increasing new knowledge and practices in your own professional field and for goal-oriented learning in your own organisation from the leadership point of view. You create a plan to test how your own emotional intelligence or that of your organisation can be improved. You lead a research, development or innovation project in which you produce and analyse new knowledge and revise operating practices in the changing operating environment of your field. You assess, analyse, compare and substantiate the leadership and emotional intelligence development process, its outcome and its action proposals that are linked to the set objectives and criteria. You reflect upon leadership and ethicality at the societal level. You assess the development of your own

Prerequisites

Bachelor's degree