Academic year 2023 - 2024

• Managerial Accounting (YZZZ0230-3037),
       01.09.2023 – 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

  01.09.2023 - 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

  Enrollment

  01.08.2023 - 24.08.2023

  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.

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  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)

  Enrollment

  01.08.2023 - 24.08.2023

  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
• Formulating Strategy (YZZZ0210-3017),
       05.02.2024 – 12.05.2024,  5 cr  (ZJAYHO23S1, ...) — 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.

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  Language of instruction

  Finnish

  Location and time

  Online 100 %
  Moodle workspace

  Planned learning activities, teaching methods and guidance

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

  Learning materials and recommended literature

  Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.
  
  Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).
  
  The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).
  
  The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
  
  Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'
  
  Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

  Lecturer(s)

  Heidi Neuvonen

  Timing

  05.02.2024 - 12.05.2024

  Learning assignments and student workload

  - orientation assignments 10 h
  - lectures/online lectures 10 h h
  - webinars or replacing assignments 10 h
  - learning assignments 65 h
  - studying the course material 40 h
  
  Total 135 hours

  Enrollment

  20.11.2023 - 04.01.2024

  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

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Assessment methods

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

  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 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.

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  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

  Enrollment

  20.11.2023 - 04.01.2024

  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

  The purpose of the course is that you know how to interpret and evaluate qualitative studies and know how to use qualitative research and its methods in the development and research activities of working life.
  
  Competences
  - Ethical competence; You know how to implement the principles of good scientific practice and promote their application in your work community
  - Learning to learn; You know how to acquire, critically evaluate and produce information taking into account the perspectives of different fields.
  - Proactive development; You know how to implement research, development and innovation projects and apply different research and development methods.
  
  After completing the course, you will be able to interpret and explain the theoretical foundations and methods of qualitative research. You can critically evaluate qualitative research and its suitability for research and development work in your own field, taking into account the strengths and weaknesses of qualitative research. You know how to plan and implement research or development work, applying different qualitative research and development methods.

  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

  Enrollment

  01.08.2023 - 03.09.2023

  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)

  Enrollment

  01.08.2023 - 24.08.2023

  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
• Formulating Strategy (YZZZ0210-3018),
       12.02.2024 – 12.05.2024,  5 cr  (ZJAYMJ23S1, ...) — 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

  Online 100 %
  Moodle workspace

  Planned learning activities, teaching methods and guidance

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

  Learning materials and recommended literature

  Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.
  
  Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).
  
  The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).
  
  The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
  
  Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'
  
  Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

  Lecturer(s)

  Heidi Neuvonen

  Timing

  12.02.2024 - 12.05.2024

  Learning assignments and student workload

  - orientation assignments 10 h
  - lectures/online lectures 10 h h
  - webinars or replacing assignments 10 h
  - learning assignments 65 h
  - studying the course material 40 h
  
  Total 135 hours

  Enrollment

  20.11.2023 - 04.01.2024

  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

  Groups

  • ZJAYMJ23S1
  • ZJA24KM
  • YMJ23S1

  Assessment methods

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

  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 Business
• Managerial Accounting (YZZZ0230-3038),
       01.09.2023 – 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

  01.09.2023 - 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

  Enrollment

  01.08.2023 - 24.08.2023

  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

  The purpose of the course is that you know how to interpret and evaluate qualitative studies and know how to use qualitative research and its methods in the development and research activities of working life.
  
  Competences
  - Ethical competence; You know how to implement the principles of good scientific practice and promote their application in your work community
  - Learning to learn; You know how to acquire, critically evaluate and produce information taking into account the perspectives of different fields.
  - Proactive development; You know how to implement research, development and innovation projects and apply different research and development methods.
  
  After completing the course, you will be able to interpret and explain the theoretical foundations and methods of qualitative research. You can critically evaluate qualitative research and its suitability for research and development work in your own field, taking into account the strengths and weaknesses of qualitative research. You know how to plan and implement research or development work, applying different qualitative research and development methods.

  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

  Enrollment

  01.08.2023 - 24.08.2023

  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
• The Dreams+Inspiration! (ZYVZ0200-3014),
       08.05.2024 – 12.06.2024,  3 cr — Face-to-face +-
  Learning outcomes of the course

  The Dreams+Inspiration! course is about being inspired about employing oneself. The course features analysis of the student’s professional dreams and being inspired by the possibility of creating a job for oneself in constantly changing working life,
  
  Entrepreneurship, innovation and working community competence
  Learning and information management competence
  Internationalisation and communications competence
  
  After completing course, the student:
  • is inspired about employing himself/herself in changing working life
  • perceives various opportunities to employ himself/herself
  • recognises paths towards his/her professional dreams
  • is motivated to work in a responsible and appreciative manner with people from different fields and backgrounds.
  
  The themes of the classroom sessions include paths to professional dreams, searching for one’s own path, the changing working life and the right attitude to working life.

  Course contents

  The Dreams+Inspiration! course is about being inspired about employing oneself. The course features analysis of the student’s professional dreams and being inspired by the possibility of creating a job for oneself in constantly changing working life, where the only professions are predicted to be entrepreneur and expert.

  Assessment criteria

  Assessment criteria, passed/failed

  You have been active in the work and have demonstrated the ability to lead yourself both in contact days and in independent group work.

  ---

  Language of instruction

  Finnish

  Location and time

  Classroom teaching 20 h (2h + 2 x 7h + 4h) and independent group work in the students’ own time 61 h, total 81 h.

  Planned learning activities, teaching methods and guidance

  Participation in the four (4) classroom sessions (one can be missed for a justified reason) and learning tasks completed in multidisciplinary groups: 1. A video interview of an inspiring person who employs himself/herself and 2. A commentary on a topical issue connected to entrepreneurship or finding employment. Detailed instructions for the tasks will be provided at the beginning of the course.
  
  The students’ own work is at the core of the course. The learning takes place in multidisciplinary groups, working on practical learning tasks connected to entrepreneurship and creating one’s own job. The camp days will feature a diverse range of guest speakers: entrepreneurs and people who have created their own jobs, with whom the students will get to talk and work.

  Learning materials and recommended literature

  The course material is mainly compiled from online materials on the basis of instructions from the instructors.

  Lecturer(s)

  Suvi Salminen

  Timing

  08.05.2024 - 12.06.2024

  Learning assignments and student workload

  Classroom teaching 20 h (2h + 2 x 7h + 4h) and independent group work in the students’ own time 61 h, total 81 h.

  Enrollment

  01.11.2023 - 01.05.2024

  Content scheduling

  Toteutusajankohta: 8.5.-12.6.2024
  Ke 8.5.2024 klo 13.15 – 16.00 Startti (Yritystehdas, tapahtumatila)
  Ke 15.5.2024 klo 9.15 – 16.00 Unelmaleiri (Yritystehdas, tapahtumatila)
  Ke 29.5.2024 klo 9.15 – 16.00 Inspiraatio –leiri (Yritystehdas, tapahtumatila)
  Ke 12.6.2024 klo 9.00 – 12.00 Finaalitori (Yritystehdas, tapahtumatila) (not translated)

  Degree Programme

  Bachelor's Degree Programme in Music Pedagogue, Bachelor's Degree Programme in Logistics, Bachelor's Degree Programme in Rehabilitation Counselling, Bachelor's Degree Programme in Occupational Therapy, Bachelor's Degree Programme in Construction and Civil Engineering, Bachelor's Degree Programme in Energy and Environmental Technology, Bachelor's Degree Programme in Electrical and Automation Engineering, Bachelor's Degree Programme in Tourism and Service Business, Bachelor's Degree Programme in Team Academy, Degree Programme in Midwifery, Bachelor's Degree Programme in Social Services, Bachelor's Degree Programme in Mechanical Engineering, Bachelor's Degree Programme in Business Information Technology, Bachelor's Degree Programme in Construction Management, Bachelor's Degree Programme in Purchasing and Logistics Engineering, Bachelor's Degree Programme in Information and Communications Technology, Bachelor's Degree Programme in Information and Communications Technology, Bachelor's Degree Programme in Business Management, Master’s Degree Programme in Logistics, Degree Programme in Nursing, Bachelor's Degree Programme in Agricultural and Rural Industries, Bachelor's Degree Programme in Physiotherapy

  Mode of delivery

  Face-to-face

  Credits

  • 3 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)

  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 - 28.08.2023

  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 (YZZZ0130-3024),
       15.01.2024 – 30.03.2024,  5 cr — Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you know how to interpret and evaluate qualitative studies and know how to use qualitative research and its methods in the development and research activities of working life.
  
  Competences
  - Ethical competence; You know how to implement the principles of good scientific practice and promote their application in your work community
  - Learning to learn; You know how to acquire, critically evaluate and produce information taking into account the perspectives of different fields.
  - Proactive development; You know how to implement research, development and innovation projects and apply different research and development methods.
  
  After completing the course, you will be able to interpret and explain the theoretical foundations and methods of qualitative research. You can critically evaluate qualitative research and its suitability for research and development work in your own field, taking into account the strengths and weaknesses of qualitative research. You know how to plan and implement research or development work, applying different qualitative research and development methods.

  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 - 30.03.2024

  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

  Enrollment

  20.11.2023 - 04.01.2024

  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
• 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 - 28.08.2023

  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
• Qualitative Research (YZZZ0130-3025),
       01.04.2024 – 20.06.2024,  5 cr  (YSU23KM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you know how to interpret and evaluate qualitative studies and know how to use qualitative research and its methods in the development and research activities of working life.
  
  Competences
  - Ethical competence; You know how to implement the principles of good scientific practice and promote their application in your work community
  - Learning to learn; You know how to acquire, critically evaluate and produce information taking into account the perspectives of different fields.
  - Proactive development; You know how to implement research, development and innovation projects and apply different research and development methods.
  
  After completing the course, you will be able to interpret and explain the theoretical foundations and methods of qualitative research. You can critically evaluate qualitative research and its suitability for research and development work in your own field, taking into account the strengths and weaknesses of qualitative research. You know how to plan and implement research or development work, applying different qualitative research and development methods.

  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

  01.04.2024 - 20.06.2024

  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

  Enrollment

  20.11.2023 - 31.03.2024

  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
• Research-based Development (YZZZ0110-3049),
       15.01.2024 – 28.04.2024,  5 cr  (YSC24KM, ...) — 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, e-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., 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. 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. 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, Riitta Räsänen, 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: Mon 29.1.2024 6am-9pm.

  Internationality

  The course utilizes learning material in English.

  Timing

  15.01.2024 - 28.04.2024

  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

  20.11.2023 - 22.01.2024

  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

  • YSC24KM
  • YSU24K1
  • ZJAYSU24KM
  • ZJAYSC24KM
  • YSV23S1
  • 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 - 40

  Assessment methods

  Online-exam 50% grade of the course.
  ePoster 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
• Logistics Management (YLOM2200-3004),
       26.08.2023 – 18.12.2023,  5 cr  (ZJAYLO23S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Object:
  Supply chains are playing a major role in the operation and success of organisations. Development of e-commerce has had a great impact on material flows and the digitalisation of organisations has brought challenges besides opportunities to the supply chain management. It is important to understand this recent progression. Complex and long supply chains includes several operators and roles. Supply chains require monitoring and control as well as cooperation between the organisations. The different perspectives of several factors and operators needs to be considered in every phase of a supply chain.
  
  Competences:
  - Logistics competence
  - Learning and information management competence
  - Entrepreneurship, innovation and working community competence
  
  Target:
  Student understands the basics of supply chain management as well as the importance of cooperation and transparency of information. Student understands the role of procurement, production and distribution as a part of supply chain.

  Prerequisites and co-requisites

  Basics of logistics

  Course contents

  Content:
  - Supply chain management, transparency and collaboration
  - Role of procurement in a supply chain
  - Role of production in a supply chain
  - Distribution as a part of supply chain

  Assessment criteria

  Assessment criteria - grade 1 and 2

  1: Student understands the basics of supply chain management as well as the importance of cooperation and transparency of information. Student understands the role of procurement, production and distribution as a part of supply chain.
  
  2: Student understands what is supply chain management and the importance of cooperation and transparency of information. Student understands the role of procurement, production and distribution as a part of supply chain.

  Assessment criteria - grade 3 and 4

  3: Student understand the entity of supply chain management and the impact of cooperation and transparency of information to the supply chain. Student can link the roles of procurement, production and distribution as a part of supply chain.
  
  4: Student manages the entity of supply chain management and has a skill to utilise cooperation and information transparency in supply chain tasks. Students manages the roles of procurement and production. Student manages the transformed role of distribution in a supply chain management.

  Assessment criteria - grade 5

  5: Student manages the entity of supply chain management and the influence of cooperation and information transparency to supply chain tasks. Students can apply the roles of procurement and production. In addition student manages the transformed role of distribution in this entity.

  ---

  Language of instruction

  Finnish

  Location and time

  wk 34 Saturday - face-to-face
  wk 36 Friday - Zoom
  wk 38 Friday - Zoom
  wk 40 Friday - face-to-face

  Planned learning activities, teaching methods and guidance

  The course is offered as two face-to-face learning days and two half-day virtual Zoom lectures. Self-study, group discussions and group works (during the lectures) as well as two learning assignments are also part of this course.

  Learning materials and recommended literature

  Material and possible literature are informed at the beginning of the course.

  Lecturer(s)

  Henri Kervola, Sari Karppala, Sanna Nieminen

  Working life cooperation

  The course will have a guest lecturer/guest lecturers.

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  This course does not have an exam.

  Timing

  26.08.2023 - 18.12.2023

  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

  01.08.2023 - 24.08.2023

  Groups

  • ZJAYLO23S1
  • YLO23S1

  Seats

  0 - 20

  Degree Programme

  Master’s Degree Programme in Logistics

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• The Future of Logistics (YLLX1570-3004),
       20.11.2023 – 19.02.2024,  5 cr  (ZJAYLO23S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course:
  
  Commonly has been recognized that the world is nowadays increasingly VUCA (Volatility, Uncertainty, Complexity, Ambiguity). Changing operational environment is also challenging logistics as a function and things must be done in a different way to generate the expected value. During the course you will understand the role of logistics as a "builder" of future competitiveness and you will realize what have to be taken into account to enable success also in the future.
  
  Competences
  
  Logistics
  Strategic
  Internationalisation and communications
  Entrepreneurship, innovation and working community
  
  Learning outcome
  
  Student understands how and why logistics as a function will develop in the future. Student recognizes new technologies, their possibilities and how to apply them into practice on general level.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Content
  
  - The role of logistics in the future
  - Logistics as a builder of competitiveness
  - New technologies, including robotics

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1: Student understands how and why logistics as a function will develop in the future. Student recognizes new technologies, their possibilities and how to apply them into practice on general level.
  
  Satisfactory 2: Student understands how and why logistics as a function will develop in the future. Student recognizes new technologies, their possibilities and how to apply them into practice both on general level and own organisation's level.

  Assessment criteria - grade 3 and 4

  Good 3: Student understands how and why logistics as a function will develop in the future. Student recognizes the changes and demands of logistics and understands how those will influence to their own organisation. Student recognizes new technologies, their possibilities and how to apply them into practice both on general level and own organisation's level.
  
  Very good 4: Student understands how and why logistics as a function will develop in the future. Student recognizes the changes and demands of logistics, understands how those will influence to their own organisation and is able to give some recommendations. Student recognizes new technologies, their possibilities and how to apply them into practice both on general level and own organisation's level.

  Assessment criteria - grade 5

  Excellent 5: Student understands how and why logistics as a function will develop in the future. Student recognizes the changes and demands of logistics, understands how those will influence to their own organisation and is able to give some recommendations. Student recognizes new technologies, their possibilities and how to apply them into practice both on general level and own organisation's level. Students understands how to build competitiveness by logistics.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Luennot ja työpajatyöskentely kontaktipäivillä.
  Case stydy -työskentely/opetus kontaktipäivällä
  Oppimistehtävät (not translated)

  Learning materials and recommended literature

  Moodle- ja luentomateriaalit
  Tieteelliset artikkelit (not translated)

  Lecturer(s)

  Eero Aarresola, Ville Karjalainen

  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

  20.11.2023 - 19.02.2024

  Learning assignments and student workload

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

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • ZJAYLO23S1
  • YLO23S1

  Seats

  0 - 25

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Osaaminen osoitetaan oppimistehtävissä, joita on opintojaksolla kaksi - kolme.
  Kaikki oppimistehtävät on suoritettava hyväksytysti ja ne arvioidaan asteikolla (0-5). Opintojakson kokonaisarvosana muodostuu oppimistehtävien arvosanojen keskiarvosta.
  
  Myöhässä palautetun oppimistehtävän maksimiarvosana on 80% alkuperäisestä. Läsnäolo kontaktipäivillä on pakollinen - mahdollinen poissaolo korvataan erillisellä lisätehtävällä. (not translated)

  Degree Programme

  Master’s Degree Programme in Logistics

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3.5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Managerial Accounting (YZZZ0230-3032),
       18.09.2023 – 03.12.2023,  5 cr  (ZJAYLO23S1, ...) — 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

  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)

  Hanna Karhu

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  18.09.2023 - 03.12.2023

  Learning assignments and student workload

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

  Enrollment

  01.08.2023 - 28.08.2023

  Groups

  • ZJAYLO23S1
  • YLO23S1
  • YTV23S1
  • YSV23S1
  • ZJAYTV23S1
  • ZJAYSV23S1

  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 - 40

  Assessment methods

  The assessment of the course is based on the following credits done individually, in pairs or in groups:
  1) exercises and assignments (100%, 5 ECTS)

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Purchasing Management (YLHX1570-3019),
       26.02.2024 – 31.05.2024,  5 cr  (ZJAYLO23S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Organizations focus on their core competences, purchasing's share of turnover increases, suppliers make an increasingly large part of the products and services offered by the organization. Suppliers play a significant role in ensuring sustainable business operations. The role of procurement in ensuring the success of the organization is emphasized.
  
  In this course procurement management competence, entrepreneurship, innovation and work community competences, as well as internationality and communication competences are promoted and assessed.
  
  In this course, you will familiarize yourself with the opportunities and challenges of procurement management as part of the organization's and network's business operations. You will learn to plan, analyze and develop acquisitions as part of the organization's strategic management in the manner required by sustainable development. You will learn how to develop cooperative relationships between different actors. You will develop your capabilities to renew business models and develop the network's competitiveness.

  Prerequisites and co-requisites

  Bachelor degree

  Course contents

  The main themes in the course are the role of purchasing in business, analysis and development of purchasing in accordance with the organization's strategy, management and development of supplier relations, development of cooperation and joint development, as well as sustainable development and digitalization in purchasing.

  Assessment criteria

  Assessment criteria, passed/failed

  You recognize the opportunities and challenges of purchasing management as part of the organization's and network's business. You know how to plan, analyze and develop acquisitions as part of the organization's strategic management in the manner required by sustainable development. You know how to develop cooperative relationships between different operators. Your own capabilities to renew business models and develop the network's competitiveness.

  ---

  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.

  Learning materials and recommended literature

  Alhola, K., Ryding, S. O., Salmenperä, H. & Busch, N. J. (2019). Exploiting the Potential of Public Procurement: Opportunities for Circular Economy. Journal of industrial ecology, 23(1), 96-109.
  
  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), .
  
  Fobbe, L. & Hilletofth, P. (2022). Moving Toward a Circular Economy in Manufacturing Organizations: The Role of Circular Stakeholder Engagement Practices. The International Journal of Logistics Management.
  
  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. 3rdCambridge International Manufacturing Symposium. University of Cambridge, 26–27
  
  loranta, K & Pajunen-Muhonen, H. Hankintojen Johtaminen: Ostamisesta Toimittajamarkkinoiden Hallintaan. Viides, tarkistettu laitos. Helsinki: Tietosanoma, 2018.
  
  Johnsen, T.E., Caniato, F., Meqdadi, O. and Miandar, T. (2022). Swimming against the tide: supplier bridging roles in diffusing sustainability upstream and downstream in supply networks. International Journal of Operations & Production Management. Vol. 42 No. 10. pp. 1605-1629.
  
  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. k. & Rozemeijer, F. (2022). Procurement and supply chain management (Eighth edition.). Cengage Learning EMEA.
  
  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)

  Sanna Nieminen

  Working life cooperation

  Visiting lectures in contact days.

  Campus

  Main Campus

  Timing

  26.02.2024 - 31.05.2024

  Learning assignments and student workload

  Two contact days at Jamk 12h
  Two half day zoom-lectures 6 h
  Pre-assignments for the contact days 20 h
  Two learning assignments 60 h
  Other independent study 37 h

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  The course proceeds as follows: pre-assignment 1, contact day at Jamk, learning assignment 1, zoom-lectures 2 pcs, learning assignment 2, pre-assignment 2, contact day at Jamk.

  Groups

  • ZJAYLO23S1
  • YLO23S1

  Seats

  0 - 20

  Assessment methods

  n 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 Logistics, Open Studies

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Leadership Dynamics (YZZZ0220-3052),
       08.01.2024 – 24.03.2024,  5 cr  (ZJAYLO23S1, ...) — Face-to-face, 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

  Lecturer(s)

  Kirsi Kemell

  Campus

  Main Campus

  Timing

  08.01.2024 - 24.03.2024

  Enrollment

  20.11.2023 - 04.01.2024

  Groups

  • ZJAYLO23S1
  • YLO23S1
  • YTV23S1
  • YSV23S1
  • ZJAYTV23S1
  • ZJAYSV23S1

  Seats

  0 - 50

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Research-based Development (YZZZ0110-3051),
       22.04.2024 – 16.06.2024,  5 cr  (ZJAYLO23S1, ...) — Face-to-face, 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

  Opintojaksoon sisältyy lähipäivä Jamkin kampuksella la 4.5. klo 10-14.
  
  Opintojakson opetusmenetelmiä ovat
  Luento
  Yhteinen työskentely
  Pari- ja ryhmäkeskustelut
  Itsenäinen opiskelu
  Tentti
  Oppimistehtävä (not translated)

  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)

  Eero Aarresola, Sanna Nieminen

  Working life cooperation

  Opintojaksolla laaditaan kehittämistyön suunnitelma työelämän kehittämiseksi. (not translated)

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Verkkotentti keväällä 2024. Opiskelijalla on kaksi uusintamahdollisuutta. (not translated)

  Timing

  22.04.2024 - 16.06.2024

  Learning assignments and student workload

  Lähipäivä 4 h
  Oppimistehtävät 50 h
  Opiskelumateriaaliin perehtyminen 41 h
  Tenttiin valmistautuminen 40 h
  Yhteensä 135 tuntia. (not translated)

  Enrollment

  20.11.2023 - 04.01.2024

  Groups

  • ZJAYLO23S1
  • YLO23S1
  • YTV23S1
  • ZJAYTV23S1

  Seats

  0 - 50

  Assessment methods

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

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• 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.

  ---

  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 (YZZZ0220-3055),
       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 - 31.08.2023

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

  The purpose of the course is that you know how to interpret and evaluate qualitative studies and know how to use qualitative research and its methods in the development and research activities of working life.
  
  Competences
  - Ethical competence; You know how to implement the principles of good scientific practice and promote their application in your work community
  - Learning to learn; You know how to acquire, critically evaluate and produce information taking into account the perspectives of different fields.
  - Proactive development; You know how to implement research, development and innovation projects and apply different research and development methods.
  
  After completing the course, you will be able to interpret and explain the theoretical foundations and methods of qualitative research. You can critically evaluate qualitative research and its suitability for research and development work in your own field, taking into account the strengths and weaknesses of qualitative research. You know how to plan and implement research or development work, applying different qualitative research and development methods.

  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 Health and Social Studies
• Leadership Dynamics (YZZZ0220-3049),
       09.01.2024 – 07.04.2024,  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.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinars (with Zoom):
  9.1.2024 klo 17.00-18.30
  6.2.2024 klo 17-19
  14.3.2024 klo 17-19

  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)

  Kristina Grahn, Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  09.01.2024 - 07.04.2024

  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

  20.11.2023 - 04.01.2024

  Content scheduling

  The first webinar instructs and stages the progress of the course.
  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

  • ZJAYSG23S1
  • YSG23S1
  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 30

  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 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
• Formulating Strategy (YZZZ0210-3016),
       10.01.2024 – 20.05.2024,  5 cr  (YSU23KM, ...) — 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

  Location and time

  Implementation time 10.1.2024 - 20.5.2024 (Moodle open)
  
  I Webinar 16.01.2023 time 12-17
  II Webinar 07.02.2023 time 12-17
  III Webinar 05.03.2023 time 16-19

  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)

  Kristina Grahn, Tapio Mäkelä

  Timing

  10.01.2024 - 20.05.2024

  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

  20.11.2023 - 16.01.2024

  Groups

  • YSU23KM
  • YSC23KM
  • YSB23S1
  • ZJAYSB23S1
  • YSH23S1
  • ZJAYSH23S1

  Seats

  20 - 40

  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 (YZZZ0110-3048),
       15.01.2024 – 28.04.2024,  5 cr  (ZJAYSG23S1, ...) — 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, e-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., 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. 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. 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, 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: Mon 29.1.2024 6am-9pm.

  Internationality

  The course utilizes learning material in English.

  Timing

  15.01.2024 - 28.04.2024

  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

  20.11.2023 - 04.01.2024

  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

  • ZJAYSG23S1
  • YSV23S1
  • YSG23S1
  • YSB23S1
  • ZJAYSB23S1
  • ZJAYSV23S1

  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 - 40

  Assessment methods

  Online-exam 50% grade of the course.
  ePoster 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
• 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.

  ---

  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 - 31.08.2023

  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
• Leadership Dynamics (YZZZ0220-3056),
       04.03.2024 – 26.05.2024,  5 cr  (YSU24K1, ...) — 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):
  7.3.2024 klo 17.00-18.30
  4.4. klo 17-19
  29.4. 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.
  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

  04.03.2024 - 26.05.2024

  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

  20.11.2023 - 22.01.2024

  Content scheduling

  The first webinar instructs and stages the progress of the course.
  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

  • YSU24K1
  • ZJAYSU24KM
  • YSC24KM
  • ZJAYSC24KM
  • YSV23S1
  • ZJAYSV23S1

  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

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3028),
       22.01.2024 – 14.04.2024,  5 cr  (YMJ22S1, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you know how to interpret and evaluate qualitative studies and know how to use qualitative research and its methods in the development and research activities of working life.
  
  Competences
  - Ethical competence; You know how to implement the principles of good scientific practice and promote their application in your work community
  - Learning to learn; You know how to acquire, critically evaluate and produce information taking into account the perspectives of different fields.
  - Proactive development; You know how to implement research, development and innovation projects and apply different research and development methods.
  
  After completing the course, you will be able to interpret and explain the theoretical foundations and methods of qualitative research. You can critically evaluate qualitative research and its suitability for research and development work in your own field, taking into account the strengths and weaknesses of qualitative research. You know how to plan and implement research or development work, applying different qualitative research and development methods.

  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

  Campus

  Main Campus

  Timing

  22.01.2024 - 14.04.2024

  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

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

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

  Groups

  • YMJ22S1
  • YHO21S1
  • YMJ21S1
  • 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

  Seats

  0 - 40

  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

Academic year 2024 - 2025

There is no implementations attached to this degree programme.