Academic year 2022 - 2023

• Managerial Accounting (YZZZ0230-3018),
       03.10.2022 – 31.12.2022,  5 cr  (ZJA21SVPJ2, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  Learning to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Webinars
  Literature
  Video material
  Exercises and assignments

  Lecturer(s)

  Pekka Pirinen

  Learning materials and recommended literature

  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. (2013). Talousohjaus ja kustannuslaskenta (2. uud. painos). Helsinki : Sanoma Pro. ISBN 978-952-63-2005-2 (nidottu).
  Neilimo, K. & Uusi-Rauva, E. (2005). Johdon laskentatoimi. (6. uud. painos). Helsinki : Edita. ISBN 978-951-37-4109-9 (nidottu).
  Pellinen, J. (2019). Kustannuslaskenta ja kannattavuusajattelu (3. uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3588-1 (verkkoaineisto) ja ISBN 978-952-14-3586-7 (nidottu).
  Pellinen, J. (2017). Talousjohtaminen (2 uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3009-1 (verkkoaineisto) ja ISBN 978-952-14-3007-7 (nidottu).

  Lecturer(s)

  Pekka Pirinen

  Campus

  Lutakko Campus

  Exam dates and re-exam possibilities

  An exam is not part of this course.

  Timing

  03.10.2022 - 31.12.2022

  Learning assignments and student workload

  Student's time usage in total 135 h
  Webinars 10 h
  Video material 5 h
  Literature 25 h
  Exercises and assignments 95 h

  Groups

  • ZJA21SVPJ2
  • SAL21SVPJ2

  Alternative learning methods

  Hyväksilukeminen (korvaaminen ja sisällyttäminen)
  Muulla tavoin hankitun osaamisen tunnistaminen ja tunnustaminen
  Opinnollistaminen
  Tarkemmat ohjeet löytyvät tutkintosäännöstä ja opinto-oppaasta. (not translated)

  Assessment methods

  The assessment in the course is based on the competence demonstrated in learning assignments which are done individually, in pairs or in groups (100 %, 5 ECTS credits).

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, SAL Täydennyskoulutus, Ammatillinen lisäkoulutus, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Leadership Dynamics (YZZZ0220-3047),
       31.08.2022 – 31.12.2022,  5 cr  (YTO22S1) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Webinars, learning assignments, group work, independent learning

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management-lehdistä. (not translated)

  Lecturer(s)

  Janne Sundelin

  Working life cooperation

  Opintojakso integroidaan valittuun organisaatioon. Se sisältää käytännön harjoittelua. (not translated)

  Exam dates and re-exam possibilities

  Kehittämistehtävän voi uusia, jos on saanut hylätyn. (not translated)

  Timing

  31.08.2022 - 31.12.2022

  Learning assignments and student workload

  Webinars 18h, learning assignments 90h, independent learning 27h, total 135h.

  Enrollment

  01.08.2022 - 05.09.2022

  Groups

  • YTO22S1

  Seats

  0 - 45

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Business
• Managerial Accounting (YZZZ0230-3030),
       01.09.2022 – 31.12.2022,  5 cr  (YTB22S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  Learning to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Location and time

  The course will be implemented as virtual learning in Zoom.
  
  Webinar 1: Thu 15.09.2022 at 15-17
  Webinar 2: Thu 29.09.2022 at 15-17
  Webinar 3: Thu 13.10.2022 at 15-17
  Webinar 4: Thu 03.11.2022 at 15-17
  Webinar 5: Thu 17.11.2022 at 15-17
  Webinar 6: Thu 01.12.2022 at 15-17
  Webinar 7: Thu 15.12.2022 at 15-17

  Planned learning activities, teaching methods and guidance

  Webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Ikäheimo, S., Malmi, T. & Walden, R. (2016). Yrityksen laskentatoimi. Helsinki: Talentum Pro. 6. uudistettu painos. ISBN 978-952-14-2819-7 (nidottu) ja ISBN 978-952-14-2821-0 (verkkoaineisto).
  
  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. Talousohjaus ja kustannuslaskenta. (2017). Helsinki: Sanoma Pro. 4. painos. ISBN 978-952-63-2005-2 (nidottu) ja ISBN
  978-952-63-5096-7 (verkkoaineisto).
  
  Neilimo, K & Uusi-Rauva, E. (2017). Johdon laskentatoimi. Helsinki: Edita. 13. painos.
  ISBN 978-951-37-4109-9 (nidottu).
  
  Pellinen, J. (2017). Talousjohtaminen (2 uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3009-1 (verkkoaineisto) ja ISBN 978-952-14-3007-7 (nidottu).
  
  Puolamäki, E. (2007). Strateginen johdon laskentatoimi: kasvuyrityksen liiketoiminnan ohjausmenetelmät. Helsinki: Tietosanoma. ISBN 978-951-885-262-2 (nidottu).
  
  Puolamäki, E. & Ruusunen, P. (2009). Strategiset investoinnit : johtaminen, prosessit ja talouden ohjaus (1. painos). Helsinki: Tietosanoma. ISBN 978-951-885-291-2 (nidottu).

  Lecturer(s)

  Hanna Puolakoski, Aki Laaksonen

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  01.09.2022 - 31.12.2022

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures 14h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 81h

  Enrollment

  01.08.2022 - 04.09.2022

  Groups

  • YTB22S1
  • ZJAYSB22S1
  • YSB22S1
  • YTK21S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Bachelor's Degree study guide.

  Seats

  0 - 45

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Managerial Accounting (YZZZ0230-3031),
       01.01.2023 – 21.05.2023,  5 cr  (YTO22S1) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  Learning to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  The course will be implemented as virtual learning in Zoom.
  
  Webinar 1: Thu 12.01.2023 at 17-19
  Webinar 2: Thu 26.01.2023 at 17-19
  Webinar 3: Thu 09.02.2023 at 17-19
  Webinar 4: Thu 23.02.2023 at 17-19
  Webinar 5: Thu 09.03.2023 at 17-19
  Webinar 6: Thu 23.03.2023 at 17-19
  Webinar 7: Thu 13.04.2023 at 17-19

  Planned learning activities, teaching methods and guidance

  Webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Ikäheimo, S., Malmi, T. & Walden, R. (2016). Yrityksen laskentatoimi. Helsinki: Talentum Pro. 6. uudistettu painos. ISBN 978-952-14-2819-7 (nidottu) ja ISBN 978-952-14-2821-0 (verkkoaineisto).
  
  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. Talousohjaus ja kustannuslaskenta. (2017). Helsinki: Sanoma Pro. 4. painos. ISBN 978-952-63-2005-2 (nidottu) ja ISBN
  978-952-63-5096-7 (verkkoaineisto).
  
  Neilimo, K & Uusi-Rauva, E. (2017). Johdon laskentatoimi. Helsinki: Edita. 13. painos.
  ISBN 978-951-37-4109-9 (nidottu).
  
  Pellinen, J. (2017). Talousjohtaminen (2 uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3009-1 (verkkoaineisto) ja ISBN 978-952-14-3007-7 (nidottu).
  
  Puolamäki, E. (2007). Strateginen johdon laskentatoimi: kasvuyrityksen liiketoiminnan ohjausmenetelmät. Helsinki: Tietosanoma. ISBN 978-951-885-262-2 (nidottu).
  
  Puolamäki, E. & Ruusunen, P. (2009). Strategiset investoinnit : johtaminen, prosessit ja talouden ohjaus (1. painos). Helsinki: Tietosanoma. ISBN 978-951-885-291-2 (nidottu).

  Lecturer(s)

  Hanna Puolakoski, Aki Laaksonen

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  01.01.2023 - 21.05.2023

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures 14h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 81h

  Enrollment

  01.11.2022 - 04.01.2023

  Groups

  • YTO22S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Bachelor's Degree study guide.

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  TA11 - Teollisuustekniikka
• Qualitative Research (YZZZ0130-3013),
       10.01.2023 – 30.04.2023,  5 cr  (YSY22SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

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  Language of instruction

  Finnish

  Location and time

  Implementation time 10.1 - 30.4.2023 (Moodle open)
  
  I Webinar 12.1.2023 time 16-19
  II Webinar 31.1..2023 time 16-19
  III Webinar 8.3.2023 time 16-19
  A seminar day where the final assignment is presented 26.4. 2023 time 8-16

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Galvin K. (2017). Qualitative Research in Nursing and Healthcare.
  John Wiley & Sons, Incorporated. 4th ed. Ebook
  
  Kyngäs, H., Mikkonen, K. & Kääriäinen, M. (2020) The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  
  OR
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  OR
  
  Klenke, K. 2008. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Additional material:
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  10.01.2023 - 30.04.2023

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Enrollment

  01.11.2022 - 06.01.2023

  Groups

  • YSY22SM
  • YSY22ST
  • YSY22SK
  • ZJAYSB22S1
  • ZJAYSV22S1
  • YSV21S1
  • ZJAYSY22ST
  • YSB21S1
  • ZJAYSY22SK
  • ZJAYSY22SM

  Seats

  15 - 30

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Formulating Strategy (YZZZ0210-3011),
       15.08.2022 – 18.12.2022,  5 cr  (YSY22SM, ...) — Face-to-face +-
  Learning outcomes of the course

  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

  Course contents

  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.

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  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.

  Lecturer(s)

  Tapio Mäkelä

  Timing

  15.08.2022 - 18.12.2022

  Learning assignments and 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

  Enrollment

  01.08.2022 - 04.09.2022

  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

  Groups

  • YSY22SM
  • YSY22ST
  • ZJAYSY22ST
  • ZJAYSY22SM

  Alternative learning methods

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

  Assessment methods

  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.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3031),
       29.08.2022 – 11.12.2022,  5 cr  (YSY22ST, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Base line online exam
  Individual learning tasks: Elevator speech, essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts, or lectures in class

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Riitta Räsänen, Emilia Lahdenperä, Pauliina Soanvaara

  Exam dates and re-exam possibilities

  It is recommended that the online exam be taken as soon as the online learning environment opens.

  Timing

  29.08.2022 - 11.12.2022

  Learning assignments and student workload

  Tenttiin valmistautuminen + tentti 54 tuntia
  Webinaarit 12 tuntia
  Oppimistehtävät ja opiskelumateriaaliin tutustuminen 69 tuntia
  verkkoluennot tai luennot tuntia (not translated)

  Enrollment

  01.08.2022 - 04.09.2022

  Content scheduling

  Verkkototeutus. Opintojaksolla on 4 webinaaria. (not translated)

  Groups

  • YSY22ST
  • YSY22SK
  • YTR21S1
  • ZJAYSY22ST
  • ZJAYSY22SK
  • YKM21S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  0 - 40

  Assessment methods

  Tentti muodostaa 50% arvosanasta
  Esseekokoelma muodostaa 50% arvosanasta (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3017),
       15.04.2023 – 12.06.2023,  5 cr  (YSY22SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 15.4-12.6.2023 (Moodle open)
  
  I Webinar 27.4.23 time 16-19
  II Webinar 9.5.23 time 16-19
  III Webinar 16.5.23 time 16-19
  A seminar day where the final assignment is presented 6.6.23 time 8-16

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Galvin K. 2017. Qualitative Research in Nursing and Healthcare.
  John Wiley & Sons, Incorporated. 4th ed. ebook
  
  Kyngäs, H., Mikkonen, K. & Kääriäinen, M. 2020 The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  
  
  OR
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  OR
  
  Klenke, K. 2008. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Additional material:
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  15.04.2023 - 12.06.2023

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Enrollment

  01.04.2023 - 26.04.2023

  Groups

  • YSY22SM
  • YSY22ST
  • YSY22SK
  • ZJAYSB22S1
  • YSV22S1
  • ZJAYSV22S1
  • YSB22S1
  • ZJAYSY22ST
  • ZJAYSY22SJ
  • YSY22SJ
  • ZJAYSY22SK
  • ZJAYSY22SM

  Seats

  0 - 40

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Formulating Strategy (YZZZ0210-3012),
       10.01.2023 – 20.05.2023,  5 cr  (ZJAYSY22SJ, ...) — Online learning +-
  Learning outcomes of the course

  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

  Course contents

  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.

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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.

  ---

  Language of instruction

  Finnish

  Location and time

  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

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  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).

  Lecturer(s)

  Tapio Mäkelä

  Timing

  10.01.2023 - 20.05.2023

  Learning assignments and 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

  Enrollment

  01.11.2022 - 05.01.2023

  Groups

  • ZJAYSY22SJ
  • YSY22SJ

  Seats

  0 - 36

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3036),
       16.01.2023 – 14.05.2023,  5 cr  (YSY22SK, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinars (with Zoom):
  
  February 14. 2023 from 5 pm to 7 pm
  March 16. 2023 from 5 pm to 7 pm
  April 13. 2023 from 5 pm to 7 pm

  Planned learning activities, teaching methods and guidance

  Contact and/or e-learning.
  Online and contact teaching, assignments, small group work, independent work and literature.
  The implementation option can also be the study of work or a Future Factory project.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Englanniksi
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  An up-to-date non-personal guide to people management.
  Suitable article from e.g. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Työelämän tutkimus, Hallinnon tutkimus -journal.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  Ei tenttiä.

  Timing

  16.01.2023 - 14.05.2023

  Learning assignments and student workload

  Lähipäivät tai verkkotapaamiset 15-35 h
  Itsenäinen työskentely ja ryhmätyöt 100-120 h
  Yhteensä 135 h (not translated)

  Enrollment

  01.11.2022 - 05.01.2023

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.

  Groups

  • YSY22SK
  • ZJAYSY22SJ
  • ZJAYSY22SK
  • YSY22SJ

  Alternative learning methods

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

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3032),
       09.01.2023 – 30.04.2023,  5 cr  (ZJAYSY22SJ, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Emilia Lahdenperä, Pauliina Soanvaara

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  09.01.2023 - 30.04.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 12 h
  - learning tasks and studying the course material: 69 h
  Total 135 hours.

  Enrollment

  01.11.2022 - 05.01.2023

  Content scheduling

  Online implementation:
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 4 webinars and learning tasks (essay collection, peer review and self assessment) 3 op

  Groups

  • ZJAYSY22SJ
  • YSY22SJ

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  0 - 40

  Assessment methods

  Online-exam 50% grade of the course.
  Essay collection 50% grade of the course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Quantitative Research (YZZZ0120-3009),
       22.09.2022 – 14.05.2023,  5 cr  (YSY21SJ, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of quantitative research and learn to use quantitative research methods in working life development and research.
  
  Competences
  Learning and information management
  Ethical competence
  
  Subject specific competences
  
  Learning outcomes
  Student knows basics of quantitative research and some methodology. Student understands the strengths and the weaknesses of quantitative research. Student has an ability to conduct a quantitative research and assess it as well as its applicability to his or her own field of research and development work. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions.

  Course contents

  Epistemological grounds of quantitative research
  Definition of the research topic, formulation of the research questions
  Process of quantitative research
  Methods of data collection
  Main analysis methods for Master's thesis
  Reliability of quantitative research
  Ethics in quantitative research

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student recognises different quantitative materials and methods that are suited for the solution of different types of research assignments. The student has basic preparedness to carry out quantitative research. The student perceives how quantitative research is assessed.
  
  Satisfactory 2
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student recognises and is able to select different quantitative materials and methods that are suited for the solution of different types of research assignments. The student has basic preparedness to carry out quantitative research. The student perceives how quantitative research is assessed and applies the information to the research and development work of his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student selects and justifies his/her choice of quantitative material and methods that are suited to solving the research assignments of his/her thesis. The student has good preparedness to carry out quantitative research. The student can assess quantitative research and applies the information to the research and development work of his/her own field.
  
  Very good 4
  The student specifies with justifications the epistemological grounds and methods of his/her quantitative research. The student competently examines the strengths and weaknesses of quantitative research. The student assesses the suitability of different quantitative materials and methods to solving different types of research assignments. The student has very good preparedness to carry out quantitative research. The student assesses quantitative research and its applicability to the research and development work of his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student specifies with justifications the epistemological grounds and methods of his/her quantitative research. The student competently examines the strengths and weaknesses of quantitative research. The student assesses the suitability of different quantitative materials and methods to solving different types of research assignments. The student has excellent preparedness to carry out quantitative research. The student critically assesses quantitative research and its applicability to the research and development work of his/her own field.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Workshop in contact or webinars 1 cr
  Learning tasks 1 cr
  Independent work 3 cr

  Lecturer(s)

  Tiina Kuukkanen

  Lecturer(s)

  Tiina Kuukkanen, Kristiina Juntunen, Niilo Kuokkanen

  Working life cooperation

  The implementation method and output of the course are attached to the need for working life.

  Timing

  22.09.2022 - 14.05.2023

  Learning assignments and student workload

  Workshop in contact or webinars 1 cr = 27 hours
  Learning tasks 1 cr = 27 hours
  Independent work 3 cr = 27 hours

  Enrollment

  01.08.2022 - 25.08.2022

  Groups

  • YSY21SJ
  • ZJA21SSYM
  • ZJA21SSYT
  • YSY21SM
  • ZJA21SSYP
  • YSY21SK
  • ZJA21SSYV
  • YSV21S1
  • YSY21ST
  • ZJA21SSYK
  • ZJA21SSYS

  Assessment methods

  In addition to the workshops, webinars focusing on more individual guidance are organized.
  
  The evaluation will use:
  self-assessment
  peer review
  Teacher feedback and evaluation

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3038),
       29.08.2022 – 11.12.2022,  5 cr  (YSY22SM, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinars (with Zoom):
  
  30.8. 17:00-18:30
  6.10. 5 pm-7 pm
  3.11. 5 pm-7 pm

  Planned learning activities, teaching methods and guidance

  Contact and/or e-learning.
  Online and contact teaching, assignments, small group work, independent work and literature.
  The implementation option can also be the study of work or a Future Factory project.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Englanniksi
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  An up-to-date non-personal guide to people management.
  Suitable article from e.g. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Työelämän tutkimus, Hallinnon tutkimus -journal.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  29.08.2022 - 11.12.2022

  Learning assignments and student workload

  Online meetings 10-35 h
  Independent work and group work 100-125 h
  A total of 135 h

  Enrollment

  01.08.2022 - 04.09.2022

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.

  Groups

  • YSY22SM
  • YSY22ST
  • ZJAYSY22ST
  • ZJAYSY22SM

  Alternative learning methods

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

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3035),
       29.08.2022 – 11.12.2022,  5 cr  (YSY22SM, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Base line online exam
  Individual learning tasks: Elevator speech, essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts, or lectures in class

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Riitta Räsänen, Emilia Lahdenperä, Pauliina Soanvaara

  Exam dates and re-exam possibilities

  It is recommended that the online exam be taken as soon as the online learning environment opens.

  Timing

  29.08.2022 - 11.12.2022

  Learning assignments and student workload

  Tenttiin valmistautuminen + tentti 54 tuntia
  Webinaarit 12 tuntia
  Oppimistehtävät ja opiskelumateriaaliin tutustuminen 69 tuntia
  verkkoluennot tai luennot tuntia (not translated)

  Enrollment

  01.08.2022 - 04.09.2022

  Content scheduling

  Verkkototeutus. Opintojaksolla on 4 webinaaria. (not translated)

  Groups

  • YSY22SM
  • YSY22SK
  • ZJAYSY22SK
  • ZJAYSY22SM
  • YKM21S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Assessment methods

  Tentti muodostaa 50% arvosanasta
  Esseekokoelma muodostaa 50% arvosanasta (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3036),
       09.01.2023 – 30.04.2023,  5 cr  (YSV22S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Emilia Lahdenperä, Pauliina Soanvaara

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  09.01.2023 - 30.04.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 12 h
  - learning tasks and studying the course material: 69 h
  Total 135 hours.

  Enrollment

  01.11.2022 - 05.01.2023

  Content scheduling

  Online implementation:
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 4 webinars and learning tasks (essay collection, peer review and self assessment) 3 op

  Groups

  • YSV22S1
  • ZJAYSB22S1
  • YSB22S1
  • ZJAYSV22S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  0 - 40

  Assessment methods

  Online-exam 50% grade of the course.
  Essay collection 50% grade of the course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3021),
       30.08.2022 – 17.12.2022,  5 cr  (YSY21SJ, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 30.8.2022-17.12.2022 (Moodle open)
  
  I Webinar 13.9.2022 time 16-19
  II Webinar 4.10.2022 time 16-19
  III Webinar 1.11.2022 time 16-19
  A seminar day where the final assignment is presented 1.12. 22 time 8-16

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Galvin K. 2017. Qualitative Research in Nursing and Healthcare.
  John Wiley & Sons, Incorporated. 4th ed. ebook
  
  Kyngäs, H., Mikkonen, K. & Kääriäinen, M. 2020 The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  
  OR
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  OR
  
  Klenke, K. 2008. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Lisämateriaalia:
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  30.08.2022 - 17.12.2022

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Enrollment

  01.08.2022 - 04.09.2022

  Groups

  • YSY21SJ
  • YSY21SM
  • YSY21SK
  • YSV21S1
  • YSY21ST
  • YSB21S1

  Seats

  0 - 40

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3037),
       27.03.2023 – 28.05.2023,  5 cr  (YSY22SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  27.03.2023 - 28.05.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 12 h
  - learning tasks and studying the course material: 69 h
  Total 135 hours.

  Enrollment

  01.11.2022 - 28.02.2023

  Content scheduling

  Online implementation:
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 4 webinars and learning tasks (essay collection, peer review and self assessment) 3 op

  Groups

  • YSY22SM
  • ZJAYSY22SK
  • ZJA23KSY
  • ZJAYSY22SM

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  0 - 20

  Assessment methods

  Online-exam 50% grade of the course.
  Essay collection 50% grade of the course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3042),
       22.08.2022 – 11.12.2022,  5 cr  (ZJAYSB22S1, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinars (with Zoom):
  
  3.10. 17:00-18:30
  2.11. 5 pm-7 pm
  1.12. 5 pm-7 pm

  Planned learning activities, teaching methods and guidance

  E-learning, assignments, small group work, independent work and literature.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Hallinnon tutkimus tai Työelämän tutkimus -lehdistä.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  22.08.2022 - 11.12.2022

  Enrollment

  01.08.2022 - 04.09.2022

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.

  Groups

  • ZJAYSB22S1
  • YSB22S1
  • ZJAYSY22SJ
  • YSY22SJ

  Alternative learning methods

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

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Purchasing Management (YLHX1570-3017),
       30.08.2022 – 31.07.2023,  5 cr  (ZJA23KTNO3, ...) — Online learning +-
  Learning outcomes of the course

  The role of purchasing in organizations is increasingly significant. Organizations concentrate in their core competences and activities. They purchase more and more materials, products and services. Value for the customers is created together with the suppliers. At the same purchasing management controls a huge portion of the total costs in one's business. The success of the organization can be improved through the professional purchasing management.
  
  During the course you will learn to observe and understand the possibilities and challenges of the purchasing. You will learn to improve organization's business and operations through the professional purchasing initiatives. You will be able to act as a person responsible for purchasing in an organization – planning, implementing, analyzing and developing purchasing as a part of the business activities.

  Prerequisites and co-requisites

  Bachelor degree

  Course contents

  The main themes in the course will be purchasing management, purchasing process, analyzing and developing purchasing and a selected special topic in purchasing management.

  Assessment criteria

  Assessment criteria, passed/failed

  You observe and understand the possibilities and challenges of the purchasing. You can improve organization's business and operations through the professional purchasing initiatives. You are be able to act as a person responsible for purchasing in an organization – planning, implementing, analyzing and developing purchasing as a part of the business activities.

  ---

  Language of instruction

  English

  Location and time

  Study material and course literature will be given during the course

  Planned learning activities, teaching methods and guidance

  This is a virtual course. Course consists five different subjects and every subject has its own assignment. You will study all subjects independently through given materials.

  Lecturer(s)

  Petrus Syvänperä

  Learning materials and recommended literature

  Study material and course literature will be given during the course

  Lecturer(s)

  Lotta Happo, Petrus Syvänperä

  Campus

  Main Campus

  Timing

  30.08.2022 - 31.07.2023

  Learning assignments and student workload

  This is a nonstop course. Student may enroll to the course during 1.8.-31.5. There are three (3) different time periods inside the nonstop course:
  
  - Course studied by 10.12.
  
  - Course studied by 31.5.
  
  - Course studied by 31.7.
  
  Student chooses the time period in the virtual study environment. Time period should be selected based on students enrollment and study right time. Student can create own time schedule for the assignments and tasks within the selected time period.
  
  If the virtual study environment has not opened for you within 2 weeks after enrollment, please contact the course teacher.
  
  The calculated workload is the number of credits times 27 hours.
  In the 5 credit course, the workload is 135h.

  Enrollment

  01.08.2022 - 31.05.2023

  Groups

  • ZJA23KTNO3
  • LOGRAKVERKKO
  • ZJA22STNO1
  • ZJA22STNO2
  • ZJK22STNO1
  • ZJK22STNO2
  • ZJK23KTNO3

  Alternative learning methods

  Accreditation procedure is described in study guide. Course teacher will give additional information of other possible methods to take this course.

  Seats

  0 - 15

  Assessment methods

  Open UAS: 30
  CampusOnline: 60

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management, Master's Degree Programme in Lifecycle Management, Master’s Degree Programme in Logistics, Master's Degree Programme in Business Network Management, Open Studies

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Leadership Dynamics (YZZZ0220-3048),
       16.01.2023 – 14.05.2023,  5 cr  (ZJK23KS, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinars (with Zoom):
  
  February 14. 2023 from 5 pm to 7 pm
  March 16. 2023 from 5 pm to 7 pm
  April 13. 2023 5 pm to 7 pm

  Planned learning activities, teaching methods and guidance

  Contact and/or e-learning.
  Online and contact teaching, assignments, small group work, independent work and literature.
  The implementation option can also be the study of work or a Future Factory project.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Englanniksi
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  An up-to-date non-personal guide to people management.
  Suitable article from e.g. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Työelämän tutkimus, Hallinnon tutkimus -journal.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  Ei tenttiä.

  Timing

  16.01.2023 - 14.05.2023

  Learning assignments and student workload

  Lähipäivät tai verkkotapaamiset 15-35 h
  Itsenäinen työskentely ja ryhmätyöt 100-120 h
  Yhteensä 135 h (not translated)

  Enrollment

  01.11.2022 - 15.01.2023

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.

  Groups

  • ZJK23KS
  • YSU23KM
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSU23KM
  • ZJA23KSY

  Alternative learning methods

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

  Seats

  15 - 30

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3041),
       24.04.2023 – 16.06.2023,  5 cr  (YTM22S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Opintojakso toteutetaan täysin verkossa eli opintojaksolla sovelletaan erilaisia verkkopedagogisia menetelmiä.
  Webinaarit/verkkoluennot
  Oppimistehtävät (not translated)

  Lecturer(s)

  Sanna Nieminen

  Learning materials and recommended literature

  Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino
  Ojasalo, K., Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro (not translated)

  Lecturer(s)

  Jukka Eerola, Sanna Nieminen

  Working life cooperation

  Opintojaksolla laaditaan kehittämistyön suunnitelma työelämän kehittämiseksi. (not translated)

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Verkkotentti keväällä 2023. Opiskelijalla on kaksi uusintamahdollisuutta. (not translated)

  Timing

  24.04.2023 - 16.06.2023

  Learning assignments and student workload

  webinaarit 4 h
  oppimistehtävät 50 h
  opiskelumateriaaliin perehtyminen 41 h
  tenttiin valmistautuminen 40 h
  Yhteensä 135 tuntia. (not translated)

  Enrollment

  01.11.2022 - 05.01.2023

  Groups

  • YTM22S1
  • YTV22S1
  • ZJAYTV22S1
  • YLO22S1
  • ZJA22STVEJ
  • ZJAYTM22S1
  • ZJAYLO22S1

  Seats

  0 - 100

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin.
  
  Tentti arvioidaan asteikolla hyväksytty/hylätty
  Kehittämistyön suunnitelma arvioidaan asteikolla hyväksytty/hylätty
  Hissipuhe arvioidaan asteikolla hyväksytty - hylätty.
  Vertaisarviointi arvioidaan asteikolla hyväksytty - hylätty (not translated)

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master's Degree Programme in Business Network Management

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Leadership Dynamics (YZZZ0220-3046),
       21.11.2022 – 19.02.2023,  5 cr  (YTM22S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Location and time

  Weeks 48/2022 - 3/2023

  Planned learning activities, teaching methods and guidance

  Lessons, independent studies, group works and individual assignments.
  Target group: Master's degree program, group YTM22S1.

  Lecturer(s)

  Petri Vauhkonen

  Learning materials and recommended literature

  Seville, E. 2017. Resilient Organizations. How to Survive, Thrive and Create Opportunities Through Crisis and Change.
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  
  Contact lessons materials.
  
  Alternative support references:
  
  Åhman, H. & Gustafsberg, H. 2017. Tilannetaju - päätä paremmin. Alma Talent. Amabile, T. & Kramer, S. 2012. Pienet suuret teot. Opi johtamaan kehitystä. Alma Talent. Hougaard, R., Kalajo, T., Ora, H. 2018. Ajatteleva johtaja. Alma Talent.
  Jackson, B. & Parry, K. 2011. A Very Short Fairly Interesting and Reasonably Cheap Book About Studying Leadership. Wilthire: CPI Antony Rowe. Goleman, D. 1999. Tunneäly työelämässä. Otava. Goleman, D. 2007. Sosiaalinen äly. Otava. Goleman, D. 2005. Emotional intelligence. Bantam Books.
  Gromov, A. & Brandt, T. 2011. Transformationaalinen johtajuus muutoksessa. Tapaustutkimuksen kohteena organisaatiomuutos. Liiketaloudellinen Aikakauskirja 1 (11), 65- 83. Yahaya, R. & Ebrahim, F. 2016. Leadership styles and organizational commitment: literature review 35 (2), 190-216.
  Aura, O., Eskelinen, J., Ahonen, G. ja Kuosmanen, T. 2019. Johtaminen ja tuottavuus - henkilöstön johtaminen menestystekijänä. https://www.ossiaura.com/julkaisut.html
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management

  Lecturer(s)

  Eero Aarresola, Juho Partanen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No final exam.

  Timing

  21.11.2022 - 19.02.2023

  Learning assignments and student workload

  One credit corresponds to an average of 27 hours of work, which means that the load of five credits is approximately 135 hours.

  Enrollment

  01.08.2022 - 30.08.2022

  Groups

  • YTM22S1
  • ZJAYTM22S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give you more information on possible specific course practices.

  Seats

  0 - 20

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Managerial Accounting (YZZZ0230-3028),
       15.08.2022 – 16.12.2022,  5 cr  (YTM22S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  Learning to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  Autumn semester, weeks number 40-48/2022

  Planned learning activities, teaching methods and guidance

  Lessons, independent studies, group works and individual assignments.
  Target group: Master's degree program, group YTM22S1.

  Lecturer(s)

  Petri Vauhkonen

  Learning materials and recommended literature

  According the information described on course description and lesson materials.

  Lecturer(s)

  Jukka Suvitie, Petri Vauhkonen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No final exam.

  Timing

  15.08.2022 - 16.12.2022

  Learning assignments and student workload

  One credit corresponds to an average of 27 hours of work, which means that the load of five credits is approximately 135 hours.

  Enrollment

  01.08.2022 - 25.08.2022

  Groups

  • YTM22S1
  • ZJAYTM22S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give you more information on possible specific course practices.

  Seats

  0 - 30

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Digitalisation in Business Operations (YLDX1570-3003),
       15.08.2022 – 06.11.2022,  5 cr  (YTM22S1, ...) — Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoitus:
  
  Digitalisaatio on muuttanut ja tulee muuttamaan meidän kaikkien elämäämme – halusimme sitä tai emme. Tästä syystä on tärkeää ymmärtää mistä itse ilmiössä on oikeastaan kyse ja toisaalta mistä ei. Jäsentämättömänä ”möhkäleenä” digitalisaatio ja sen vaikutukset saattavat tuntua ehkäpä hieman pelottaviltakin. Tämän opintojakson käytyäsi suhtautumisesi ilmiöön perustuu tunnistettuihin faktoihin ja sitä kautta ymmärrät mitä mahdollisuuksia digitalisaatio tarjoaa niin yhteiskunnallisella kuin yritystasolla.
  
  Opintojakson osaamiset:
  
  Digitalisaatio-osaaminen
  Johtamisosaaminen
  Strategiaosaaminen
  Kansainvälisyys –ja viestintäosaaminen
  Yrittäjyys- innovaatio- ja työyhteisöosaaminen
  
  Opintojakson osaamistavoite:
  
  Opiskelija ymmärtää digitaalisen murroksen eri osa-alueet ja niiden syntymekanismit. Opiskelija tietää mahdollisuudet, joita digitalisaatio tuo liiketoiminnan kehittämiseen yleisellä tasolla. Opiskelija tunnistaa keskeiset teknologiat, jotka toimivat digitalisaation mahdollistajina. (not translated)

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Opintojakson sisältö rakentuu seuraavista teemoista:
  
  - Digitalisaatio ilmiönä
  - Digitaalinen murros
  - Digitalisaation tuomat mahdollisuudet
  - Digitalisaation johtaminen
  - Uudet teknologiat (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1: Opiskelija ymmärtää digitaalisen murroksen eri osa-alueet ja niiden syntymekanismit. Opiskelija tietää mahdollisuudet, joita digitalisaatio tuo liiketoiminnan kehittämiseen yleisellä tasolla. Opiskelija tunnistaa keskeiset teknologiat, jotka toimivat digitalisaation mahdollistajina.
  
  Tyydyttävä 2: Opiskelija ymmärtää digitaalisen murroksen eri osa-alueet ja niiden syntymekanismit. Opiskelija tietää mahdollisuudet, joita digitalisaatio tuo liiketoiminnan kehittämiseen yleisellä tasolla ja tunnistaa tarkoituksenmukaiset kehittämismahdollisuudet oman organisaation näkökulmasta. Opiskelija tunnistaa keskeiset teknologiat, jotka toimivat digitalisaation mahdollistajina. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3: Opiskelija ymmärtää digitaalisen murroksen eri osa-alueet, niiden syntymekanismit ja vaikuttavuuden oman organisaation toimintaympäristöön. Opiskelija tietää mahdollisuudet, joita digitalisaatio tuo liiketoiminnan kehittämiseen yleisellä tasolla ja tunnistaa tarkoituksenmukaiset kehittämismahdollisuudet oman organisaation näkökulmasta. Opiskelija tunnistaa keskeiset teknologiat, jotka toimivat digitalisaation mahdollistajina.
  
  Kiitettävä 4: Opiskelija ymmärtää digitaalisen murroksen eri osa-alueet, niiden syntymekanismit ja vaikuttavuuden oman organisaation toimintaympäristöön. Opiskelija tietää mahdollisuudet, joita digitalisaatio tuo liiketoiminnan kehittämiseen yleisellä tasolla ja tunnistaa tarkoituksenmukaiset kehittämismahdollisuudet oman organisaation näkökulmasta. Opiskelija tunnistaa keskeiset teknologiat, jotka toimivat digitalisaation mahdollistajina ja ymmärtää niiden soveltuvuudet omalle alalle. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5: Opiskelija ymmärtää syvällisesti digitaalisen murroksen eri osa-alueet, niiden syntymekanismit ja vaikuttavuuden oman organisaation toimintaympäristöön. Opiskelija tietää mahdollisuudet, joita digitalisaatio tuo liiketoiminnan kehittämiseen yleisellä tasolla ja tunnistaa tarkoituksenmukaiset kehittämismahdollisuudet oman organisaation näkökulmasta. Opiskelija tunnistaa keskeiset teknologiat, jotka toimivat digitalisaation mahdollistajina ja ymmärtää niiden soveltuvuudet omalle alalle sekä omaan organisaatioon. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Luennot ja työpajatyöskentely etäkontaktipäivillä.
  Case stydy -työskentely/opetus etäkontaktipäivällä
  Oppimistehtävät (not translated)

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  Lindgren, J., Mokka, R., Neuvonen, A. & Toponen, A. 2019. Digitalisaatio - murroksen koko kuva. Helsinki: Tammi
  Hämäläinen, V., Maula, H. & Suominen, K. 2016. Digiajan strategia. Helsinki: Alma Talent.
  Ilmarinen, V. & Koskela, K. 2015. Digitalisaatio – Yritysjohdon käsikirja. Helsinki: Talentum. (not translated)

  Lecturer(s)

  Eero Aarresola, Pasi Lehtola

  Working life cooperation

  Opintojaksolla vierailee luennoitsijoita työelämästä.
  Opintojakson oppimistehtävät ovat luonteeltaan työelämää kehittäviä/tutkivia. (not translated)

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Opintojaksolla ei järjestetä tenttejä. (not translated)

  Internationality

  Kansainvälisyys toteutuu opintojaksolla KV -artikkelien käyttämisenä opetusmateriaalina. (not translated)

  Timing

  15.08.2022 - 06.11.2022

  Learning assignments and student workload

  Etäkontaktiluennot 20 h
  Oppimistehtävät 70 h
  Opiskelumateriaaliin perehtyminen 45 h
  Yhteensä 135 h (not translated)

  Enrollment

  01.08.2022 - 25.08.2022

  Groups

  • YTM22S1
  • ZJAYTM22S1

  Seats

  0 - 25

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Jokainen oppimistehtävä arvioidaan arviointiasteikolla (0-5) ja opintojakson kokonaisarvosana muodostuu oppimistehtävien arvosanojen keskiarvosta. (not translated)

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Driven by Digitalisation (YLSX2570-3003),
       27.02.2023 – 04.06.2023,  5 cr  (YTM22S1, ...) — Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoitus:
  
  On yleisesti tunnistettu, että informaatio on toimitusketjujen hallinnassa sekä ohjaamisessa nykypäivänä täysin keskeinen asia. Informaatiota syntyy ja tallentuu toimitusketjun eri prosesseissa valtava määrä, mutta sen tuottama arvo saattaa jäädä usein hyödyntämättä täysimääräisesti. Tyypillisesti syntyvä informaatio siiloutuu toimitusketjun eri osapuolten lukuisiin järjestelmiin eikä sen vuoksi ole hyödynnettävissä kaikille osapuolille. Opintojaksolla tuodaan näkyväksi informaation jakamisen tärkeys sekä toimintamallit sen jakamiseen toimitusketjussa. Informaatiolla itsessään ei ole arvoa, jos se ei hyödynnettävässä muodossa, joten data-analytiikan rooli nousee myös tärkeäksi.
  
  Opintojakson osaamiset:
  
  Digitalisaatio-osaaminen
  Toimitusketjuosaaminen
  Kansainvälisyys –ja viestintäosaaminen
  Yrittäjyys- innovaatio- ja työyhteisöosaaminen
  
  Opintojakson osaamistavoite:
  
  Opiskelija ymmärtää kuinka digitalisaation avulla voidaan tehostaa nykyisiä toimintoja ja luoda kokonaan uusia käytänteitä toimitusketjujen hallintaan. Opiskelija tunnistaa informaation keräämisen, jakamisen ja analysoinnin merkityksen toimitusketjun hallinnan kehittämisessä. (not translated)

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Opintojakson sisältö rakentuu seuraavista teemoista:
  
  - Digitalisaatio toimitusketjun hallinnassa
  - Kysynnän ennustaminen ja analytiikka
  - Tiedon jakaminen ja läpinäkyvyys toimitusketjussa
  - SCM -prosessien virtaviivaistaminen
  - Teknologia mahdollistajana (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1: Opiskelija ymmärtää kuinka digitalisaation avulla voidaan tehostaa nykyisiä toimintoja ja luoda kokonaan uusia käytänteitä toimitusketjujen hallintaan. Opiskelija tunnistaa informaation keräämisen, jakamisen ja analysoinnin merkityksen toimitusketjun hallinnan kehittämisessä.
  
  Tyydyttävä 2: Opiskelija ymmärtää kuinka digitalisaation avulla voidaan tehostaa nykyisiä toimintoja ja luoda kokonaan uusia käytänteitä toimitusketjujen hallintaan. Opiskelija tunnistaa informaation keräämisen, jakamisen ja analysoinnin merkityksen toimitusketjun hallinnan kehittämisessä yleisesti sekä oman organisaation näkökulmasta. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3: Opiskelija ymmärtää kuinka digitalisaation avulla voidaan tehostaa nykyisiä toimintoja ja luoda kokonaan uusia käytänteitä toimitusketjujen hallintaan yleisellä tasolla sekä omaan toimintaympäristöön liittyen. Opiskelija tunnistaa informaation keräämisen, jakamisen ja analysoinnin merkityksen toimitusketjun hallinnan kehittämisessä yleisesti sekä oman organisaation näkökulmasta.
  
  Kiitettävä 4: Opiskelija ymmärtää kuinka digitalisaation avulla voidaan tehostaa nykyisiä toimintoja ja luoda kokonaan uusia käytänteitä toimitusketjujen hallintaan yleisellä tasolla sekä omaan toimintaympäristöön liittyen. Opiskelija tunnistaa informaation keräämisen, jakamisen ja analysoinnin merkityksen toimitusketjun hallinnan kehittämisessä yleisesti sekä oman organisaation näkökulmasta. Opiskelija ymmärtää tiedolla johtamisen periaatteet sekä hyödyt omassa organisaatiossa. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5: Opiskelija ymmärtää kuinka digitalisaation avulla voidaan tehostaa nykyisiä toimintoja ja luoda kokonaan uusia käytänteitä toimitusketjujen hallintaan yleisellä tasolla sekä omaan toimintaympäristöön liittyen. Opiskelija tunnistaa informaation keräämisen, jakamisen ja analysoinnin merkityksen toimitusketjun hallinnan kehittämisessä yleisesti sekä oman organisaation näkökulmasta. Opiskelija ymmärtää tiedolla johtamisen periaatteet sekä hyödyt omassa organisaatiossa. Opiskelija pystyy analytiikkaa käyttäen tuomaan tiedon sellaiseen muotoon, jota voidaan hyödyntää strategisessa päätöksenteossa. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Luennot ja työpajatyöskentely etäkontaktipäivillä.
  Case stydy -työskentely/opetus etäkontaktipäivällä
  Oppimistehtävät (not translated)

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  Aktas, E., Bourlakis, M., Zeimpekis, V., Minis, I. 2021. Supply Chain 4.0.
  Moodle- ja luentomateriaalit
  Tieteelliset artikkelit (not translated)

  Lecturer(s)

  Eero Aarresola

  Working life cooperation

  Opintojaksolla vierailee luennoitsijoita työelämästä.
  Opintojakson oppimistehtävät ovat luonteeltaan työelämää kehittäviä/tutkivia. (not translated)

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Opintojaksolla ei järjestetä tenttejä. (not translated)

  Internationality

  Kansainvälisyys toteutuu opintojaksolla KV -artikkelien sekä muun lähdemateriaalin käyttämisenä opetusmateriaalina (not translated)

  Timing

  27.02.2023 - 04.06.2023

  Learning assignments and student workload

  Etäkontaktiluennot 20 h
  Oppimistehtävät 70 h
  Opiskelumateriaaliin perehtyminen 45 h
  Yhteensä 135 h (not translated)

  Enrollment

  01.11.2022 - 05.01.2023

  Groups

  • YTM22S1
  • ZJAYTM22S1

  Seats

  0 - 25

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Jokainen oppimistehtävä arvioidaan arviointiasteikolla (0-5) ja opintojakson kokonaisarvosana muodostuu oppimistehtävien arvosanojen keskiarvosta. (not translated)

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Purchasing Management (YLHX1570-3018),
       09.01.2023 – 09.04.2023,  5 cr  (YTM22S1, ...) — Online learning +-
  Learning outcomes of the course

  The role of purchasing in organizations is increasingly significant. Organizations concentrate in their core competences and activities. They purchase more and more materials, products and services. Value for the customers is created together with the suppliers. At the same purchasing management controls a huge portion of the total costs in one's business. The success of the organization can be improved through the professional purchasing management.
  
  During the course you will learn to observe and understand the possibilities and challenges of the purchasing. You will learn to improve organization's business and operations through the professional purchasing initiatives. You will be able to act as a person responsible for purchasing in an organization – planning, implementing, analyzing and developing purchasing as a part of the business activities.

  Prerequisites and co-requisites

  Bachelor degree

  Course contents

  The main themes in the course will be purchasing management, purchasing process, analyzing and developing purchasing and a selected special topic in purchasing management.

  Assessment criteria

  Assessment criteria, passed/failed

  You observe and understand the possibilities and challenges of the purchasing. You can improve organization's business and operations through the professional purchasing initiatives. You are be able to act as a person responsible for purchasing in an organization – planning, implementing, analyzing and developing purchasing as a part of the business activities.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Teaching and learning methods used are lectures, discussions and working together as well as learning assignments. The reflection and feedback are used to support the learning.

  Lecturer(s)

  Sanna Nieminen

  Learning materials and recommended literature

  Andersen, P. H. & Gadde, L. Organizational interfaces and innovation: The challenge of integrating supplier knowledge in LEGO Systems. Journal of Purchasing and Supply Management, 25(1)
  
  Bag, S., Dhamija, P., Luthra, S. & Huisingh, D. (2021). How big data analytics can help manufacturing companies strengthen supply chain resilience in the context of the COVID-19 pandemic. The international journal of logistics management, ahead-of-print.
  
  Biggemann, S. & Buttle, F. (2012). Intrinsic value of business-to-business relationships: An empirical taxonomy. Journal of business research, 65(8), 1132-1138.
  
  Cole, R. & Aitken, J. (2020). The role of intermediaries in establishing a sustainable supply chain. Journal of Purchasing and Supply Management, 26(2), .
  
  Forkmann, S., Henneberg, S. C., Naudé, P. & Mitrega, M. (2016). Supplier relationship management capability: A qualification and extension. Industrial marketing management, 57, 185-200.
  
  Ghadge, A., Kidd, E., Bhattacharjee, A. & Tiwari, M. K. (2019). Sustainable procurement performance of large enterprises across supply chain tiers and geographic regions. International journal of production research, 57(3), 764-778.
  
  Glas, A. H., Meyer, M. M. & Eßig, M. (2021). Covid-19 attacks the body of purchasing and supply management: A medical check of the immune system. Journal of purchasing and supply management, 27(4), 100716.
  
  Graham, G., Burns, L., & Hennelly, P. (2019). Digital transformation in the automotive supply chain. 3rd Cambridge International Manufacturing Symposium. University of Cambridge, 26 – 27 September 2019.
  
  loranta, K & Pajunen-Muhonen, H. Hankintojen Johtaminen: Ostamisesta Toimittajamarkkinoiden Hallintaan. Viides, tarkistettu laitos. Helsinki: Tietosanoma, 2018.
  
  Kosmol, T., Reimann, F. & Kaufmann, L. (2019). You'll never walk alone: Why we need a supply chain practice view on digital procurement. Journal of Purchasing and Supply Management, 25(4).
  
  Lacoste, S. (2016). Sustainable value co-creation in business networks. Industrial Marketing Management, 52, pp. 151-162.
  
  Lingegård, S., Olsson, J. A., Kadefors, A. & Uppenberg, S. (2021). Sustainable Public Procurement in Large Infrastructure Projects—Policy Implementation for Carbon Emission Reductions. Sustainability (Basel, Switzerland), 13(20), 11182.
  
  Lorentz, H., Aminoff, A., Kaipia, R. & Srai, J. S. (2021). Structuring the phenomenon of procurement digitalisation: Contexts, interventions and mechanisms. International journal of operations & production management, 41(2), 157-192.
  
  Lorentz, H., Laari, S., Engblom, J. & Tanskanen, K. (2019). Attention-based view on achieving ambidexterity in purchasing and supply management. Journal of purchasing and supply management, 25(5), 100560.
  
  Morales-Contreras, M., Bilbao-Calabuig, P., Meneses-Falcón, C. & Labajo-González, V. (2019). Evaluating Sustainable Purchasing Processes in the Hotel Industry. Sustainability (Basel, Switzerland), 11(16), 4262.
  
  Nieminen, S. (2016). Hyvä hankinta - parempi bisnes. Sanna Nieminen. Helsinki: Talentum Pro.
  
  Pellegrino, R., Costantino, N. & Tauro, D. (2020). The role of risk management in buyer-supplier relationships with a preferred customer status for total quality management. TQM journal, 32(5), 959-981.
  
  Picaud-Bello, K., Johnsen, T., Calvi, R. & Giannakis, M. (2019). Exploring early purchasing involvement in discontinuous innovation: A dynamic capability perspective. Journal of purchasing and supply management, 25(4), 100555.
  
  Pihlajamaa, M., Kaipia, R., Säilä, J. & Tanskanen, K. (2017). Can supplier innovations substitute for internal R&D? A multiple case study from an absorptive capacity perspective. Journal of Purchasing and Supply Management, 23(4), pp. 242-255.
  
  Sarkis, J., Kouhizadeh, M. & Zhu, Q. S. (2021). Digitalization and the greening of supply chains. Industrial management + data systems, 121(1), 65-85.
  
  Sarkis, J., Santibanez Gonzalez, E. D. & Koh, S. L. (2019). Effective multi-tier supply chain management for sustainability. International Journal of Production Economics, 217, pp. 1-10.
  
  Seyedghorban, Z., Samson, D. & Tahernejad, H. (2020). Digitalization opportunities for the procurement function: Pathways to maturity. International journal of operations & production management, 40(11), 1685-1693.
  
  Tanskanen, K. (2021). Ulkoisten resurssien johtaminen. Tietosanoma.
  
  Veile, J. W., Schmidt, M., Müller, J. M. & Voigt, K. (2021). Relationship follows technology! How Industry 4.0 reshapes future buyer-supplier relationships. Journal of manufacturing technology management, 32(6), 1245-1266.
  
  von Haartman, R. & Bengtsson, L. (2015). The impact of global purchasing and supplier integration on product innovation. International Journal of Operations & Production Management, 35(9), pp. 1295-1311.
  
  Weele, A. J. v. (2010 or later). Purchasing & supply chain management: Analysis, strategy, planning and practice (5th ed.). London: Cengage Learning.
  
  Wilden, R., Gudergan, S., Akaka, M., Averdung, A. & Teichert, T. (2019). The role of cocreation and dynamic capabilities in service provision and performance: A configurational study. Industrial marketing management, 78, 43-57.
  
  Wu, H., Su, J. & Hodges, N. (2021). Investigating the Role of Open Costing in the Buyer-Supplier Relationship: Implications for Global Apparel Supply Chain Management. Clothing and textiles research journal, 887302.
  
  Zimon, G., Babenko, V., Sadowska, B., Chudy-Laskowska, K. & Gosik, B. (2021). Inventory Management in SMEs Operating in Polish Group Purchasing Organizations during the COVID-19 Pandemic. Risks (Basel), 9(4), 63.

  Lecturer(s)

  Minna Kervinen

  Working life cooperation

  Visiting lectures in on-line days.

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam.

  Timing

  09.01.2023 - 09.04.2023

  Learning assignments and student workload

  Two on-line days 12 h
  Two half day on-line lectures 6 h
  Pre-assignments for the on-line days 20 h
  Two learning assignments 60 h
  Other independent study 37 h

  Enrollment

  01.11.2022 - 05.01.2023

  Content scheduling

  The course proceeds as follows: pre-assignment 1, on-line day, learning assignment 1, on-line meetings 2 x 3 h, learning assignment 2, pre-assignment 2, on-line day,

  Groups

  • YTM22S1
  • ZJAYTM22S1

  Seats

  0 - 20

  Assessment methods

  In this course the purchasing management skills, entrepreneurial, innovation and work community skills, and international and communication skills are assessed. The tools for evaluating the learning process are the learning assignment with an emphasis on informational competence, the learning assignment with an emphasis on applied competence, and the reflection.
  
  Competence assessment is based on criteria and the assessment is done by the responsible teacher when all learning assignments have been completed. The evaluation decision is made on a scale of: accepted/failed. The assessment material consists of the pre-assignments and learning assignments of the course.

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology

Academic year 2023 - 2024

• Managerial Accounting (YZZZ0230-3037),
       11.09.2023 – 31.12.2023,  5 cr  (ZJAYHO23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  Learning to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Lectures and webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Ikäheimo, S., Malmi, T. & Walden, R. (2016). Yrityksen laskentatoimi. Helsinki: Talentum Pro. 6. uudistettu painos. ISBN 978-952-14-2819-7 (nidottu) ja ISBN 978-952-14-2821-0 (verkkoaineisto).
  
  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. Talousohjaus ja kustannuslaskenta. (2017). Helsinki: Sanoma Pro. 4. painos. ISBN 978-952-63-2005-2 (nidottu) ja ISBN
  978-952-63-5096-7 (verkkoaineisto).
  
  Neilimo, K & Uusi-Rauva, E. (2017). Johdon laskentatoimi. Helsinki: Edita. 13. painos.
  ISBN 978-951-37-4109-9 (nidottu).
  
  Pellinen, J. (2017). Talousjohtaminen (2 uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3009-1 (verkkoaineisto) ja ISBN 978-952-14-3007-7 (nidottu).
  
  Puolamäki, E. (2007). Strateginen johdon laskentatoimi: kasvuyrityksen liiketoiminnan ohjausmenetelmät. Helsinki: Tietosanoma. ISBN 978-951-885-262-2 (nidottu).
  
  Puolamäki, E. & Ruusunen, P. (2009). Strategiset investoinnit : johtaminen, prosessit ja talouden ohjaus (1. painos). Helsinki: Tietosanoma. ISBN 978-951-885-291-2 (nidottu).

  Lecturer(s)

  Sanna Niemi

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures and webinars 19h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 76h

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Bachelor's Degree study guide.

  Seats

  0 - 20

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Leadership Dynamics (YZZZ0220-3057),
       04.09.2023 – 31.12.2023,  5 cr  (ZJAYHO23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Verkko-opetus, harjoitustyöt, pienryhmätyöskentely, itsenäinen työskentely (not translated)

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Management, Human Relations yms. (not translated)

  Lecturer(s)

  Sami Kalliomaa

  Working life cooperation

  Opintojakso integroidaan valittuun organisaatioon. Se sisältää käytännön harjoittelua. (not translated)

  Exam dates and re-exam possibilities

  Kehittämistehtävän voi uusia, jos on saanut hylätyn. (not translated)

  Timing

  04.09.2023 - 31.12.2023

  Learning assignments and student workload

  135 h (not translated)

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Alternative learning methods

  Verkkoluennot, webinaarit, osaamisen arviointi, johtajuusreferaatti, lukupiiri, dialogiharjoitus, kehittämistehtävä (kehittämis- tai tutkimuspainotteinen) sisältäen itsearvioinnin. (not translated)

  Assessment methods

  Avoin AMK 10 sisältyy max-määrään (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Research-based Development (YZZZ0110-3055),
       12.01.2024 – 07.04.2024,  5 cr  (ZJAYHO23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Location and time

  Online 100%

  Planned learning activities, teaching methods and guidance

  You can study in the course at your own pace
  - Individual learning tasks
  - Small group work online
  - Webinars
  - Online Discussions

  Learning materials and recommended literature

  Eskola, J. 2015. laadullisen tutkimuksen juhannustaiat. Laadullisen aineiston analyysi vaihe vaiheelta. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 185-189
  
  Hakala, Juha. 2004. Opinnäyteopas ammattikorkeakouluille. Gaudeamus, Helsinki. https://www.ellibslibrary.com/book/951-662-903-2
  
  - Kirja esittelee keskeisimmät opinnäytteen tekijän kohtaamat kysymykset ja tarjoaa niihin ratkaisuehdotukset.
  
  Hirsjärvi, S., Remes, P. & Sajavaara, P. 2010. Tutki ja kirjoita. 15-16 p. Helsinki: Tammi.
  
  Kamppinen, M., Kuusi, O., Söderlund, S. 2002. Tulevaisuudentutkimus. Helsinki: Suomalaisen kirjallisuuden seura
  
  Kiviniemi, K. 2015. Laadullinen tutkimus prosessina. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 74-75
  Klenke, K. 2016. Qualitative Researvh in the Study of Leadership. Great Britain. https://www.jamk.fi/kirjasto, Janet, Emerald
  
  KvaliMOTV - Menetelmäopetuksen tietovaranto. Verkkojulkaisu. Tampere: Yhteiskuntatieteellinen tietoarkisto. https://www.fsd.tuni.fi/menetelmaopetus
  
  KvantiMOT - Kvantitatiivisen tutkimuksen käsikirja https://www.fsd.tuni.fi/fi/palvelut/menetelmaopetus/kvanti/
  
  Koskela, M. & Pilke, N. (2020). Tieteellisen tekstin jäsentäminen. Teoksessa H. Katajamäki (toim.), Tieteellinen kirjoittaminen tiedeyhteisössä (s. 123–134). VAKKI. https://vakki.net/wp-content/uploads/2020/10/KoskelaPilke123-134Tieteellinenkirjoittaminentiedeyhteisossa.pdf
  
  Laadullisen aineiston analyysi ja tulkinta. N.d. Kajaanin ammattikorkeakoulu. https://www.kamk.fi/fi/opari/Opinnaytetyopakki/Teoreettinenmateriaali/Tukimateriaali/Laadullisen-analyysi-ja-tulkinta
  Ojansalo, K. Moilanen, T. & Ritalahti, J. 2009. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
  
  Patton, M. 2002. Qualitative research and evaluation methods. 3. painos. Thousand Oaks: Sage Publications
  
  Puusa, A. & Juuti, P. 2011. Laadullisen lähestymistavan yleistyminen kulttuurinäkökulman myötä. Teoksessa Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimuslähestymistavan valintaan. Toim. A. Puusa ja P. Juuti. Kirkkonummi: Johtamistaidon Opisto JTO
  
  Rantala, I. 2015. Laadullisen aineiston analyysi tietokoneella. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 108- 116.
  
  Solatie, J. 2001. Focusryhmät: Kvalitatiiviset ryhmäkeskustelut strategisen markkinointitutkimuksen apuna. Helsinki: Mainostajien liitto.
  Tuomi, J. & Sarajärvi, A. 2018, Laadullinen tutkimus ja sisällönanalyysi, Uudistettu laitos. edn, Kustannusosakeyhtiö Tammi, Helsinki
  
  Tutkimuseettisen neuvottelukunna julkaisuja 3/2019. Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettiinen ennakointi Suomessa. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_o hje_2019.pdf.
  
  Weber, K.M., Amanatidou, E.; Erdmann, L. & Nieminen, M. 2016. Research and innovation futures: exploring new ways of doing and organizing knowledge creation. Foresight: the Journal of Futures Studies, Strategic Thinking and Policy. Emerald publishing. Vol. 18, (193-203). https://janet.finna.fi, Proquest
  
  Valli, R. 2015 . Johdatus tilastolliseen tutkimukseen. PS Kustannus, Jyväskylä. E-kirja, Luettavissa JAMK:n käyttäjätunnuksilla https://www.ellibslibrary.com/book/9789524516761
  
  Valli, R. & Aaltola, J. 2015. Ikkunoita tutkimusmetodeihin: 2, Näkökulmia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. 4.uud. Jyväskylä: PS-kustannus
  Vilkka, H. 2009. Tutki ja kehitä. 3. p., uud. p. Helsinki: Tammi (not translated)

  Lecturer(s)

  Sami Kalliomaa, Anne Törn-Laapio

  Timing

  12.01.2024 - 07.04.2024

  Learning assignments and 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
  Presenting on the online discussion platform is a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Assessment methods

  Avoin amk 10 (sisältyy max-määrään) (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Qualitative Research (YZZZ0130-3026),
       11.09.2023 – 31.12.2023,  5 cr  (ZJA23SH, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Scheduled online implementation

  Planned learning activities, teaching methods and guidance

  Individual learning assignments
  Group working
  Lectures and webinars
  Online exam

  Learning materials and recommended literature

  Englanniksi
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Boa

  Lecturer(s)

  Sami Kalliomaa

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Englanniksi
  lectures/online lectures 24 h
  - learning tasks and group working 79 h
  - studying the course material 20 h incl. online exam
  
  Total 135 hours

  Content scheduling

  The study course proceeds in four stages during which the student works on a mini-research on the chosen topic.

  Groups

  • ZJA23SH
  • YHO22S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide

  Assessment methods

  Student can participate in the course even if the topic of the thesis is not yet clear of found.
  
  Various evaluation methods are used in the evaluation of the study course performance. The mini-study is evaluated by using qualitative evaluation criteria and the online exam with quantitative criteria, which together consist the overall evaluation of the study course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Leadership Dynamics (YZZZ0220-3058),
       26.09.2023 – 31.12.2023,  5 cr  (ZJAYMJ23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Verkko-opetus, harjoitustyöt, pienryhmätyöskentely, itsenäinen työskentely (not translated)

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Management, Human Relations yms. (not translated)

  Lecturer(s)

  Marianne Ekonen

  Working life cooperation

  Opintojakso integroidaan valittuun organisaatioon. Se sisältää käytännön harjoittelua. (not translated)

  Exam dates and re-exam possibilities

  Kehittämistehtävän voi uusia, jos on saanut hylätyn. (not translated)

  Timing

  26.09.2023 - 31.12.2023

  Learning assignments and student workload

  135 h (not translated)

  Groups

  • ZJAYMJ23S1
  • YMJ23S1

  Alternative learning methods

  Verkkoluennot, webinaarit, osaamisen arviointi, johtajuusreferaatti, lukupiiri, dialogiharjoitus, kehittämistehtävä (kehittämis- tai tutkimuspainotteinen) sisältäen itsearvioinnin. (not translated)

  Assessment methods

  Avoin AMK 10 sisältyy max-määrään (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Managerial Accounting (YZZZ0230-3038),
       11.09.2023 – 31.12.2023,  5 cr  (ZJAYMJ23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  Learning to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Lectures and webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Ikäheimo, S., Malmi, T. & Walden, R. (2016). Yrityksen laskentatoimi. Helsinki: Talentum Pro. 6. uudistettu painos. ISBN 978-952-14-2819-7 (nidottu) ja ISBN 978-952-14-2821-0 (verkkoaineisto).
  
  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. Talousohjaus ja kustannuslaskenta. (2017). Helsinki: Sanoma Pro. 4. painos. ISBN 978-952-63-2005-2 (nidottu) ja ISBN
  978-952-63-5096-7 (verkkoaineisto).
  
  Neilimo, K & Uusi-Rauva, E. (2017). Johdon laskentatoimi. Helsinki: Edita. 13. painos.
  ISBN 978-951-37-4109-9 (nidottu).
  
  Pellinen, J. (2017). Talousjohtaminen (2 uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3009-1 (verkkoaineisto) ja ISBN 978-952-14-3007-7 (nidottu).
  
  Puolamäki, E. (2007). Strateginen johdon laskentatoimi: kasvuyrityksen liiketoiminnan ohjausmenetelmät. Helsinki: Tietosanoma. ISBN 978-951-885-262-2 (nidottu).
  
  Puolamäki, E. & Ruusunen, P. (2009). Strategiset investoinnit : johtaminen, prosessit ja talouden ohjaus (1. painos). Helsinki: Tietosanoma. ISBN 978-951-885-291-2 (nidottu).

  Lecturer(s)

  Sanna Niemi

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures and webinars 19h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 76h

  Groups

  • ZJAYMJ23S1
  • YMJ23S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Bachelor's Degree study guide.

  Seats

  0 - 20

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Qualitative Research (YZZZ0130-3027),
       11.09.2023 – 31.12.2023,  5 cr  (YMJ22S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Scheduled online implementation

  Planned learning activities, teaching methods and guidance

  Individual learning assignments
  Group working
  Lectures and webinars
  Online exam

  Learning materials and recommended literature

  Englanniksi
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Boa

  Lecturer(s)

  Tarja Niemelä

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Englanniksi
  lectures/online lectures 24 h
  - learning tasks and group working 79 h
  - studying the course material 20 h incl. online exam
  
  Total 135 hours

  Content scheduling

  The study course proceeds in four stages during which the student works on a mini-research on the chosen topic.

  Groups

  • YMJ22S1
  • ZJA23SM

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide

  Assessment methods

  Student can participate in the course even if the topic of the thesis is not yet clear of found.
  
  Various evaluation methods are used in the evaluation of the study course performance. The mini-study is evaluated by using qualitative evaluation criteria and the online exam with quantitative criteria, which together consist the overall evaluation of the study course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Qualitative Research (YZZZ0130-3024),
       15.01.2024 – 31.03.2024,  5 cr  (YSU23KM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 1.1.2024 - 30.3.2024 (Moodle open)
  
  I Webinar 16.1.2024 time 16-19
  II Webinar 30.1.2024 time 16-19
  III Webinar 20.2.2024 time 16-19
  A seminar day where the final assignment is presented online 19.3.2024 time 8-15

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage.
  
  Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4. painos. Chichester: Wiley-Blackwell.
  
  Pope, C. & Mays, N. 2020. Qualitative Research in Health Care. Wileys Blackwell, 4th edition. ebook.
  
  Hackley, C. 2020. Qualitative research in marketing and management : doing interpretive research projects. Roudledge, 2nd edition. ebook
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  Klenke, K. 2016. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  
  The Application of Content Analysis in Nursing Science Research. 2018 or 2020. Toim. H. Kyngäs, K. Mikkonen & M. Kääriäinen, M. Cham: Springer. ebook
  
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.
  
  Additional material:
  
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook

  Lecturer(s)

  Sari Järvinen

  Timing

  15.01.2024 - 31.03.2024

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Groups

  • YSU23KM
  • YSV23S1
  • YSB23S1
  • YSH23S1
  • YSY22SJ
  • ZJAYSB22S1
  • YSV22S1
  • YSB22S1
  • ZJAYSV22S1
  • ZJAYSU23KM
  • ZJAYSB23S1
  • ZJAYSV23S1
  • ZJAYSH23S1

  Seats

  20 - 40

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3025),
       25.03.2024 – 02.06.2024,  5 cr  (YSU23KM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 1.4-20.6.2024 (Moodle open)
  
  I Webinar 16.4.2024 time 16-19
  II Webinar 25.4.2024 time 16-19
  III Webinar 14.5.2024 time 16-19
  A seminar day where the final assignment is presented online 4.6.2024 time 8-15

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Galvin K. 2017. Qualitative Research in Nursing and Healthcare.
  John Wiley & Sons, Incorporated. 4th ed. ebook
  
  Kyngäs, H., Mikkonen, K. & Kääriäinen, M. 2020 The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  
  OR
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  OR
  
  Klenke, K. 2008. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Lisämateriaalia:
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  25.03.2024 - 02.06.2024

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Groups

  • YSU23KM
  • YSV23S1
  • YSB23S1
  • ZJAYSU23KM
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • ZJAYSH23S1

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3055),
       25.08.2023 – 03.12.2023,  5 cr  (YSY22SK, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinars via Zoom:
  
  30.8.2023 klo 17.00-18.30
  3.10.2023 klo 17-19
  2.11.2023 klo 17-19

  Planned learning activities, teaching methods and guidance

  Contact and/or e-learning.
  Online and contact teaching, assignments, small group work, independent work and literature.
  The implementation option can also be the study of work or a Future Factory project.

  Learning materials and recommended literature

  Englanniksi
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  A current self-selected non-fiction book about managing people.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  25.08.2023 - 03.12.2023

  Learning assignments and student workload

  Face-to-face teaching or online meetings 6-35 h
  Independent work and group work 100-129 h
  A total of 135 h

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.
  
  Webinars
  30.8.2023 klo 17.00-18.30
  3.10.2023 klo 17-19
  2.11.2023 klo 17-19

  Groups

  • YSY22SK
  • YSB23S1
  • ZJAYSB23S1
  • YSY22SJ
  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 40

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Research-based Development (YZZZ0110-3045),
       28.08.2023 – 10.12.2023,  5 cr  (YKM23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays, poster
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Eloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Retrieved 27.3.2023 from http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Riitta Räsänen, Tapio Mäkelä, Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  28.08.2023 - 10.12.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 15 h
  - learning tasks and studying the course material: 66 h
  Total 135 hours.

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  Online implementation:
  Presenting in Moodle-platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op

  Groups

  • YKM23S1
  • YSU23KM
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSU23KM

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  20 - 45

  Assessment methods

  Online-exam 50% grade of the course.
  Poster 50% grade of the course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3022),
       01.09.2023 – 10.12.2023,  5 cr  (YSU23KM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 1.9 2023 - 17.12.2023 (Moodle open)
  
  I Webinar 26.9.2023 time 16-19
  II Webinar 10.10.2023 time 16-19
  III Webinar 31.10.2023 time 16-19
  A seminar day where the final assignment is presented online 30.11.2023 time 8-15

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  - The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage.
  - Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4. painos. Chichester: Wiley-Blackwell.
  - Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  - Klenke, K. 2016. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  - Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  - Kyngäs, H., Mikkonen, K. & Kääriäinen, M. 2020 The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  - Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.
  
  
  Other materials:
  - Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  - Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  - Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  - Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  - Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  - Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook
  - Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu painos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  01.09.2023 - 10.12.2023

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • YSU23KM
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSU23KM

  Seats

  15 - 40

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Research-based Development (YZZZ0110-3047),
       28.08.2023 – 10.12.2023,  5 cr  (YSV23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays, poster
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Eloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Retrieved 27.3.2023 from http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Riitta Räsänen, Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  28.08.2023 - 10.12.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 15 h
  - learning tasks and studying the course material: 66 h
  Total 135 hours.

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  Online implementation:
  Presenting in Moodle-platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op

  Groups

  • YSV23S1
  • YSB23S1
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  20 - 45

  Assessment methods

  Online-exam 50% grade of the course.
  Poster 50% grade of the course.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Quantitative Research (YZZZ0120-3013),
       09.10.2023 – 24.03.2024,  5 cr  (YHO19S1, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of quantitative research and learn to use quantitative research methods in working life development and research.
  
  Competences
  Learning and information management
  Ethical competence
  
  Subject specific competences
  
  Learning outcomes
  Student knows basics of quantitative research and some methodology. Student understands the strengths and the weaknesses of quantitative research. Student has an ability to conduct a quantitative research and assess it as well as its applicability to his or her own field of research and development work. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions.

  Course contents

  Epistemological grounds of quantitative research
  Definition of the research topic, formulation of the research questions
  Process of quantitative research
  Methods of data collection
  Main analysis methods for Master's thesis
  Reliability of quantitative research
  Ethics in quantitative research

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student recognises different quantitative materials and methods that are suited for the solution of different types of research assignments. The student has basic preparedness to carry out quantitative research. The student perceives how quantitative research is assessed.
  
  Satisfactory 2
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student recognises and is able to select different quantitative materials and methods that are suited for the solution of different types of research assignments. The student has basic preparedness to carry out quantitative research. The student perceives how quantitative research is assessed and applies the information to the research and development work of his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student selects and justifies his/her choice of quantitative material and methods that are suited to solving the research assignments of his/her thesis. The student has good preparedness to carry out quantitative research. The student can assess quantitative research and applies the information to the research and development work of his/her own field.
  
  Very good 4
  The student specifies with justifications the epistemological grounds and methods of his/her quantitative research. The student competently examines the strengths and weaknesses of quantitative research. The student assesses the suitability of different quantitative materials and methods to solving different types of research assignments. The student has very good preparedness to carry out quantitative research. The student assesses quantitative research and its applicability to the research and development work of his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student specifies with justifications the epistemological grounds and methods of his/her quantitative research. The student competently examines the strengths and weaknesses of quantitative research. The student assesses the suitability of different quantitative materials and methods to solving different types of research assignments. The student has excellent preparedness to carry out quantitative research. The student critically assesses quantitative research and its applicability to the research and development work of his/her own field.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Workshop in contact or webinars 1 cr
  Learning tasks 1 cr
  Independent work 3 cr

  Lecturer(s)

  Niilo Kuokkanen

  Lecturer(s)

  Kristiina Juntunen, Niilo Kuokkanen

  Working life cooperation

  The implementation method and output of the course are attached to the need for working life.

  Timing

  09.10.2023 - 24.03.2024

  Learning assignments and student workload

  Workshop in contact or webinars 1 cr = 27 hours
  Learning tasks 1 cr = 27 hours
  Independent work 3 cr = 27 hours

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • YHO19S1
  • YSV23S1
  • YSB23S1
  • YMJ23S1
  • YSH23S1
  • YHO21S1
  • YMJ21S1
  • ZJAYSU23KM
  • YHO22S1
  • YSY22SM
  • YSY22ST
  • YMJ22S1
  • YSY22SK
  • YHO20SA
  • YMJ20S1
  • YSU23KM
  • YSY22SJ
  • YHO23S1
  • YSV22S1
  • YSB22S1
  • ZJAYSC23KM
  • YSC23KM
  • YMJ19S1
  • ZJAYSB23S1
  • ZJAYSV23S1
  • ZJAYSH23S1

  Seats

  20 - 40

  Assessment methods

  In addition to the workshops, webinars focusing on more individual guidance are organized.
  
  The evaluation will use:
  self-assessment
  peer review
  Teacher feedback and evaluation

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Business
• Leadership Dynamics (YZZZ0220-3050),
       11.09.2023 – 31.12.2023,  5 cr  (ZJAYSG23S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. 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 recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 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.

  Assessment criteria - grade 3 and 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.

  Assessment criteria - grade 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 leadership 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 leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

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  Language of instruction

  Finnish

  Location and time

  Webinars via Zoom:
  28.9.2023 klo 17.00-18.30
  1.11.2023 klo 17-19
  30.11. klo 17-19

  Planned learning activities, teaching methods and guidance

  Contact and/or e-learning.
  Online and contact teaching, assignments, small group work, independent work and literature.
  The implementation option can also be the study of work or a Future Factory project.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Englanniksi
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  An up-to-date non-personal guide to people management.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Face-to-face teaching or online meetings 6-35 h
  Independent work and group work 100-129 h
  A total of 135 h

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.
  
  Webinars:
  28.9.2023 klo 17.00-18.30
  1.11.2023 klo 17-19
  30.11. klo 17-19

  Groups

  • ZJAYSG23S1
  • ZJAYSC23KM
  • YSG23S1
  • YSC23KM

  Alternative learning methods

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

  Seats

  20 - 25

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies