Master’s Degree Programme in Logistics

Study Guide Curricula

Curricula > Master's Degree education > Master’s Degree Programme in Logistics

Master's Degree education

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Education in English

Master’s Degree Programme in Logistics

Master of Engineering, 60 ECTS

Master of Engineering

Degree Programme
Curricula
Implementations

Academic year 2020 - 2021

Purchasing Management (YLHX1570-3005),
07.01.2021 – 31.05.2021, 5 cr (ZJA21KT, ...) — Online learning +-
Learning outcomes of the course

The role of purchasing in organizations is increasingly significant. Organizations concentrate in their core competences and activities. They purchase more and more materials, products and services. Value for the customers is created together with the suppliers. At the same purchasing management controls a huge portion of the total costs in one's business. The competitiveness of the organization can be improved through the professional purchasing management.

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

Prerequisites and co-requisites

Bachelor degree

Course contents

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

Assessment criteria

Assessment criteria, passed/failed

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

Language of instruction

English

Planned learning activities, teaching methods and guidance

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

Learning materials and recommended literature

Study material and course literature will be presented at the course itself.

Lecturer(s)

Minna Kervinen

Working life cooperation

Some assignments can be made to working life, if suitable for the student.

Exam dates and re-exam possibilities

No exam on the course.

Timing

07.01.2021 - 31.05.2021

Learning assignments and student workload

One credit means 27 hours of student work. Therefore 5 credit course means 135 hours of student work.

Course plan:
- Independent study, distance learning, around 135 hours
Groups
- ZJA21KT
- ZJK21KT
Alternative learning methods

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

Seats

0 - 30

Assessment methods

Avoin amk 10
COL 20 (not translated)

Degree Programme

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

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Technology
Purchasing Management (YLHX1570-3002),
22.03.2021 – 13.06.2021, 5 cr (ZJA20STPYLO, ...) — Face-to-face, Online learning +-
Learning outcomes of the course

The role of purchasing in organizations is increasingly significant. Organizations concentrate in their core competences and activities. They purchase more and more materials, products and services. Value for the customers is created together with the suppliers. At the same purchasing management controls a huge portion of the total costs in one's business. The competitiveness of the organization can be improved through the professional purchasing management.

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

Prerequisites and co-requisites

Bachelor degree

Course contents

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

Assessment criteria

Assessment criteria, passed/failed

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

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

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

Learning materials and recommended literature

Andersen, P. H. & Gadde, L. Organizational interfaces and innovation: The challenge of integrating supplier knowledge in LEGO Systems. Journal of Purchasing and Supply Management, 25(1)

Cole, R. & Aitken, J. (2020). The role of intermediaries in establishing a sustainable supply chain. Journal of Purchasing and Supply Management, 26(2), .

D’amico, F., Mogre, R., Clarke, S., Lindgreen, A. & Hingley, M. (2017). How purchasing and supply management practices affect key success factors: The case of the offshore-wind supply chain. Journal of Business & Industrial Marketing, 32(2), pp. 218-226.

Jääskeläinen, A. & Heikkilä, J. (2019). Purchasing and supply management practices in customer value creation. Supply Chain Management: An International Journal, 24(3), pp. 317-333.

Kache, F. & Seuring, S. (2017). Challenges and opportunities of digital information at the intersection of Big Data Analytics and supply chain management. International Journal of Operations & Production Management, 37(1), pp. 10-36.

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.

Li, D., Wang, X., Chan, H. K. & Manzini, R. (2014). Sustainable food supply chain management. International Journal of Production Economics, 152, pp. 1-8.

Luzzini, D., Amann, M., Caniato, F., Essig, M. & Ronchi, S. (2015). The path of innovation: Purchasing and supplier involvement into new product development. Industrial Marketing Management, 47(C), pp. 109-120.

Luzzini, D., Brandon-Jones, E., Brandon-Jones, A. & Spina, G. (2015). From sustainability commitment to performance: The role of intra- and inter-firm collaborative capabilities in the upstream supply chain. International Journal of Production Economics, 165(C), pp. 51-63.

Melander, L. & Lakemond, N. (2015). Governance of supplier collaboration in technologically uncertain NPD projects. Industrial Marketing Management, 49(C), pp. 116-127.

Nieminen, S. (2016). Hyvä hankinta - parempi bisnes / Sanna Nieminen. Helsinki: Talentum Pro.

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.

Revilla, E. & Knoppen, D. (2015). Building knowledge integration in buyer-supplier relationships. International Journal of Operations & Production Management, 35(10), pp. 1408-1436.

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.

Scuotto, V., Caputo, F., Villasalero, M. & Del Giudice, M. (2017). A multiple buyer - supplier relationship in the context of SMEs' digital supply chain management. Production Planning & Control: Operations Management and Digital Technologies, 28(16), pp. 1378-1388.

Srai, J. S. & Lorentz, H. (2019). Developing design principles for the digitalisation of purchasing and supply management. Journal of Purchasing and Supply Management, 25(1), .

Tangpong, C., Michalisin, M. D., Traub, R. D. & Melcher, A. J. (2015). A review of buyer-supplier relationship typologies: Progress, problems, and future directions. Journal of Business & Industrial Marketing, 30(2), pp. 153-170.

Tanskanen, K. & Aminoff, A. (2015). Buyer and supplier attractiveness in a strategic relationship — A dyadic multiple-case study. Industrial Marketing Management, 50, pp. 128-141.

Teller, C. (2016). The importance of key supplier relationship management in supply chains. International journal of retail & distribution management.

Van Poucke, E., Matthyssens, P. & Weeren, A. (2016). Enhancing cost savings through early involvement of purchasing professionals in sourcing projects: Bayesian estimation of a structural equation model. Journal of Purchasing and Supply Management, 22(4), pp. 299-310.

Weele, A. J. v. (2010 or later). Purchasing & supply chain management: Analysis, strategy, planning and practice (5th ed.). London: Cengage Learning.

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.

Wilhelm, M. M., Blome, C., Bhakoo, V. & Paulraj, A. (2016). Sustainability in multi-tier supply chains: Understanding the double agency role of the first-tier supplier. Journal of Operations Management, 41(1), pp. 42-60.

Lecturer(s)

Sanna Nieminen

Working life cooperation

Visiting lectures in contact days.

Exam dates and re-exam possibilities

No exam

Timing

22.03.2021 - 13.06.2021

Learning assignments and student workload

Three contact days 20 h
Pre-assingments for the contact days 20 h
Two learning assignments 60 h
Other independent study 35 h

Enrollment

02.11.2020 - 30.11.2020

Content scheduling

The course proceeds as follows: pre-assignment, 1st contact day, learning assignment, pre-assignment, 2nd-3rd contact day, learning assignment
Groups
- ZJA20STPYLO
- YLO20S1
Assessment methods

In this course the purchasing management skills, entrepreneurial, innovation and work community skills, and international and communication skills are assessed. The tools for evaluating the learning process are the learning assignment with an emphasis on informational competence, the learning assignment with an emphasis on applied competence, and the reflection.

Competence assessment is based on criteria and the assessment is done by the responsible teacher when all learning assignments have been completed. The evaluation decision is made on a scale of: accepted/failed. The assessment material consists of the pre-assignments and learning assignments of the course.

Degree Programme

Master’s Degree Programme in Logistics

Mode of delivery

Face-to-face, Online learning

Share of virtual studies

3 cr
Credits
- 5 cr
Master's Thesis (YZZON100-3005),
01.08.2020 – 31.12.2020, 30 cr — Face-to-face +-
Learning outcomes of the course

The purpose of the course
The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.

Course competencies
Ethical competence
Learning and information management skills
Entrepreneurship, innovation and work community skills

Course objectives
You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

Course contents

Master's Thesis process and practices at JAMK
Research ethics and responsible conduct of research
Subject of thesis and electronic thesis topic proposal
Systematic information seeking
Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
Research writing
Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
Written, oral or visual publication of the results of research or development work in a community of experts
Finishing and assessment of the thesis and process

Assessment criteria

Assessment criteria - grade 1 and 2

Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 3 and 4

Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 5

Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

Further information

Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

Language of instruction

Finnish

Lecturer(s)

Tarja Stenman, Laura Vertainen, Tero Vesisenaho, Hannariina Honkanen, Jyrki Kataja

Campus

Institute of Bioeconomy

Timing

01.08.2020 - 31.12.2020

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 Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

Mode of delivery

Face-to-face
Credits
- 30 cr
Unit

TA16 - Biotalousinstituutti
Purchasing Management (YLHX1570-3004),
01.08.2020 – 31.12.2020, 5 cr (ZJA20ST, ...) — Online learning +-
Learning outcomes of the course

The role of purchasing in organizations is increasingly significant. Organizations concentrate in their core competences and activities. They purchase more and more materials, products and services. Value for the customers is created together with the suppliers. At the same purchasing management controls a huge portion of the total costs in one's business. The competitiveness of the organization can be improved through the professional purchasing management.

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

Prerequisites and co-requisites

Bachelor degree

Course contents

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

Assessment criteria

Assessment criteria, passed/failed

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

Language of instruction

English

Planned learning activities, teaching methods and guidance

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

Learning materials and recommended literature

Study material and course literature will be presented at the course itself.

Lecturer(s)

Jukka Eerola

Exam dates and re-exam possibilities

No exam

Timing

01.08.2020 - 31.12.2020

Learning assignments and student workload

One credit means 27 hours of student work. Therefore 5 credit course means 135 hours of student work.

Course plan:
- Independent study, distance learning, around 135 hours

Enrollment

03.08.2020 - 30.08.2020
Groups
- ZJA20ST
- ZJK20ST
Alternative learning methods

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

Seats

0 - 30

Assessment methods

Avoin amk 10
CampusOnline 20 (not translated)

Degree Programme

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

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Technology
Research-based Development (YZZZ0110-3007),
26.10.2020 – 24.01.2021, 5 cr (ZJA20STPYLO, ...) — Online learning +-
Learning outcomes of the course

Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities

Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.

Course contents

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

Assessment criteria

Assessment criteria - grade 1 and 2

Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.

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

Assessment criteria - grade 3 and 4

Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

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

Assessment criteria - grade 5

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

Further information

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

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

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

Lecturer(s)

Eero Aarresola

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 marraskuussa 2020. Opiskelijalla on kaksi uusintamahdollisuutta. (not translated)

Timing

26.10.2020 - 24.01.2021

Learning assignments and student workload

webinaarit 2 h
oppimistehtävät 50 h
opiskelumateriaaliin perehtyminen 43 h
tenttiin valmistautuminen 40 h
Yhteensä 135 tuntia. (not translated)
Groups
- ZJA20STPYLO
- YSV20S1
- YLO20S1
- YTV20S1
Seats

0 - 100

Assessment methods

Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Kokonaisarvosana muodostuu tentin ja kehittämistyön suunnitelman arvosanan keskiarvosta.
Tentti arvioidaan asteikolla 0-5
Kehittämistyön suunnitelma arvioidaan asteikolla 0-5
Hissipuhe arvioidaan asteikolla hyväksytty - hylätty.
Vertaisarviointi arvioidaan asteikolla hyväksytty - hylätty.

Avoin AMK 45 (not translated)

Degree Programme

Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in 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, Open Studies

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Technology
Managerial Accounting (YZZZ0230-3005),
05.12.2020 – 28.02.2021, 5 cr (ZJA20STPYLO, ...) — 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 outcomes
You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

Course contents

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

Assessment criteria

Assessment criteria - grade 1 and 2

Adequate 1
The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.

Satisfactory 2
You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Assessment criteria - grade 3 and 4

Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.

Very good 4
You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

Assessment criteria - grade 5

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

Language of instruction

Finnish

Location and time

Implementation between 12/2020 - 02/2021. Contact days are: 5.12.2020, 22.1.2021 and 23.1.2021. Place: JAMK main campus, Rajakatu 35.

Planned learning activities, teaching methods and guidance

Lessons and group works during contact days, self-studies and learning assignments.

Lecturer(s)

Eero Aarresola

Learning materials and recommended literature

According the information described on course description and contact lessons materials.

Lecturer(s)

Petri Vauhkonen

Campus

Main Campus

Exam dates and re-exam possibilities

No exam, instead an independent development assignment, timetable will be informed during contact days.

Timing

05.12.2020 - 28.02.2021

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.
Number of contact hours 18 h, self-studies and independent work 115 h.
Groups
- ZJA20STPYLO
- YLO20S1
Alternative learning methods

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

Seats

0 - 30

Assessment methods

Places for open UAS: 5

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

Face-to-face, Online learning

Share of virtual studies

4 cr
Credits
- 5 cr
Unit

School of Technology
Incorporating the Internet into Teaching (AJ00BA20-3001),
09.11.2020 – 28.02.2021, 5 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

During this course, you will develop your online working capabilities and competence in online pedagogy by planning a learning and guidance process carried out online, either alone, in pairs or in groups, or by applying online tools to the different stages of the learning and guidance process of your classroom teaching.

You will form an understanding of and a practice for the stages involved in the planning, production and implementation of the online learning and guidance process. You will gain the capabilities to choose suitable online working tools and methods for the pedagogical model you apply. You will be able to analyse and evaluate online implementations. You will practice your skills in providing feedback and develop your reflection skills.

You will develop your competence by planning an online learning and guidance process or by utilising online tools in your own teaching in a meaningful way. Your reflection skills will be improved by participating in joint discussions, and peer assessment will strengthen your feedback skills.

Course competences

In this course you will develop your facilitating learning skills, learning environment skills, interaction skills, reflection skills and developmental skills.

Facilitating learning skills consists of:
- Teachers’ theoretical and philosophical understanding of learning.
- Ability to plan, implement and assess meaningful learning processes.
- Take into consideration the diversity of learners.

Learning environment skills refers to:
- Teachers’ ability to develop varied, motivating and accessible learning environments.
- Ability to utilise different digital resources to support learning.

Interaction skills refers to:
- Teachers’ capacity to work in different interactive relationships and partner networks in an ethically sound manner.

Reflection skills means
- Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.

Developmental skills refers to:
- Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
- The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.

The learning objectives of the course

You are able to plan and develop meaningful learning and guidance processes in terms of content and procedures for an online learning environment or for the needs of classroom teaching by making use of the web and online tools. You have familiarised yourself with the curricula of your field, and you know how to guide and evaluate learning in a way that enables learner-oriented working in line with the learning objectives by making use of the web and online tools. You are capable of interacting with the learners and other interested parties in online environments using online tools in a positive way to achieve the learning objectives.

Prerequisites and co-requisites

You are currently completing teacher studies, or work or have previously worked as a teacher

Course contents

The planning of a learning and guidance process in an online environment or the use of online tools as part of the learning and guidance process in classroom teaching. Participation in both online discussions and in the collaborative knowledge building in peer assessments (optionally also in pair or group work).

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Facilitating learning skills:
You are aware of the theoretical and philosophical bases of learning and are capable of planning, implementing and evaluating meaningful learning processes, taking into account a wide range of learners.

Learning environment skills:
You are able to develop and renew different learning environments suitable for vocational learning that are safe and accessible in collaboration with others. You have the ability to utilise different digital resources in a manner that supports learning.

Interaction skills:
You have the ability to work in various interactive relationships and partner networks in a meaningful and ethically sound manner with regard to the goals set for learning.

Reflection skills:
You have the ability to recognise and critically assess the basic concepts, values and attitudes related to your role as a teacher as well as your own thought patterns and work methods. You are able to assess your own learning and competence at the relevant level.

Developmental skills:
You have the ability to develop your own activities in collaboration with others.

Further information

The course is suitable for those who have acquired basic knowledge about learning, currently work or have previously worked as a teacher and want to expand their learning and guidance competence in the planning of online studies.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course includes independent studies, learning by doing and community-based knowledge building. The learning assignments of the course include online discussion, exercise, peer assessment and self-reflection.

Lecturer(s)

Heli Kinnunen

Learning materials and recommended literature

- Kalliala, E. 2002. Verkko-opettamisen käsikirja. Helsinki. Finnlectura.
- Koli, H. 2008. Verkko-ohjauksen käsikirja. Helsinki. Finnlectura.
- Nevgi, A. & Tirri, K. 2003. Hyvää verkko-opetusta etsimässä. Oppimista edistävät ja estävät tekijät verkko-oppimisympäristössä - opiskelijoiden kokemukset ja opettajien arviot. Turku. Suomen Kasvatustieteellinen Seura.
- Tella, S. ym. 2001. Verkko opetuksessa - opettaja verkossa. Helsinki. Edita.

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Heli Kinnunen

Timing

09.11.2020 - 28.02.2021

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work, which consists of online learning sessions, independent work and learning circle work.

Enrollment

03.08.2020 - 30.08.2020
Groups
- YSY20SM
- YSY20ST
- YSY20SK
- YSY20SJ
- YTK20S1
- YSY20S1
- YSV20S1
- YSB20S1
- YLO20S1
- YTV20S1
- ZJA20SA
- YTG20S1
- YTH20S1
- YTM20S1
- YTO20S1
- YTB20S1
Seats

0 - 5

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

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 Robotics, 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 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

Ammatillinen opettajakorkeakoulu
Master's Thesis (YZZON100-3007),
01.01.2021 – 31.07.2022, 30 cr — Face-to-face +-
Learning outcomes of the course

The purpose of the course
The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.

Course competencies
Ethical competence
Learning and information management skills
Entrepreneurship, innovation and work community skills

Course objectives
You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

Course contents

Master's Thesis process and practices at JAMK
Research ethics and responsible conduct of research
Subject of thesis and electronic thesis topic proposal
Systematic information seeking
Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
Research writing
Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
Written, oral or visual publication of the results of research or development work in a community of experts
Finishing and assessment of the thesis and process

Assessment criteria

Assessment criteria - grade 1 and 2

Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 3 and 4

Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 5

Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

Further information

Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

Language of instruction

Finnish

Location and time

Master's thesis begins when you have made an electronic proposal for the thesis topic and you have named the main supervisor.

Planned learning activities, teaching methods and guidance

Small group and individual guidance held by the main supervisor online as both online and contact meetings
Peer discussion and support
Presentation of the thesis topic and plan in small group meetings
Information seeking workshops held by an Information Specialist
A separate implementation of research writing provided by the JAMK Language Center
Independent work: systematic information seeking, writing a thesis plan, taking care of agreements and research permits related to the thesis, implementing the empirical or functional phase and collecting and analyzing data or material, writing a thesis according to JAMK's reporting or project guidelines, presenting the thesis, self-evaluation

Learning materials and recommended literature

On the basis of systematic information seeking, the student obtains scientific literature suitable for the topic, problem solving and research or development methods of the thesis, which are referred to in the thesis in accordance with JAMK's reporting guidelines.

Recommended Reading Material
Stevens, J. S. & Crawford, S. L. Newest version. Project Reporting Instructions. JAMK University of Applied Sciences. https://oppimateriaalit.jamk.fi/projectreportinginstructions/

Master's thesis instructions and forms are in student's intranet in the part "Thesis and maturity test".

Lecturer(s)

Tarja Stenman, Laura Vertainen, Tero Vesisenaho, Hannariina Honkanen

Working life cooperation

The thesis is done as a working life-oriented research-based development work or research. It can also be connected to RDI project.

Campus

Institute of Bioeconomy

Timing

01.01.2021 - 31.07.2022

Learning assignments and student workload

1. Thesis planning 189 hours (7 cr)
- Information seeking workshops - carried out by an Information Specialist
- Systematic information seeking and familiarization with source material independently
- Writing and presenting a thesis plan and participating in small group and individual meetings
- Management of agreements and necessary research permit issues

2. Research writing conducted by JAMK Language Center 81 hours (3 cr)

3. Implementation phase 270 hours (10 cr)
- Empirical and functional phase, data collection and analysis
- Participation in small group and individual meetings

4. Thesis reporting and evaluation 270 hours (10 cr)
- Thesis writing, presentation, evaluation, archiving and publishing

Total 810 hours (30 cr, the workload of one credit is 27 hours)

Content scheduling

0. The thesis process begins with an electronic topic proposal and the appointment of a main supervisor.
1. Thesis planning: information acquisition workshops, small group and individual supervision. presentation and approval of the thesis plan incl. data or material collection instruments, thesis agreement and necessary research permitions
2. Writing a research, a separate non-stop implementation by the Language Center, to which you register
3. Thesis implementation: empirical or functional implementation phase of the thesis, data collection and analysis
4. Thesis reporting and evaluation: Thesis writing, presentation, evaluation, archiving and publishing

Seats

0 - 28

Assessment methods

The thesis is assessed with separate thesis evaluation criteria.
The main supervisor of the thesis provides developmental feedback throughout the thesis process.
Assessment methods: self-assessment, thesis statement - host company or organisatio, supervisor's assessment, the assessment decision based on these documents is made by the YAMK thesis working group according to the degree regulations.

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 Robotics, 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

Face-to-face
Credits
- 30 cr
Unit

TA16 - Biotalousinstituutti
Versatile Online Learning Assignments (AJ00BA21-3002),
19.01.2021 – 06.04.2021, 5 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

During this course, you will complete various working life oriented and participatory learning assignments and learn how to plan, build and guide varied learning processes in which the web is utilised in a way suitable for the purpose.

You will learn to draw up a pedagogical manuscript for the learning process. You will expand your learning environment thinking by utilising different ICT opportunities (software, online services, devices and tools) at different stages of the learning assignment. You will learn to summarise the learning process into a task assignment.

Course competences

In this course you will develop your facilitating learning skills, reflection skills and developmental skills.

Facilitating learning skills consists of:
- Teachers’ theoretical and philosophical understanding of learning.
- Ability to plan, implement and assess meaningful learning processes.
- Take into consideration the diversity of learners.

Reflection skills means
- Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.

Developmental skills refers to:
- Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
- The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.

The learning objectives of the course

You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching. You are able to pedagogically substantiate the learning assignments you have prepared and select a suitable ICT environment for completing the assignment.

Prerequisites and co-requisites

Basic skills for e-learning

Course contents

This course consists of 4 parts.
In part 1, you will become familiar with different types of learning assignments and learn to recognise the elements of a good learning assignment.
In part 2, you will learn to plan learning assignments / a learning process by taking into account aspects such as the learning objectives and the learner’s point of view.
In part 3, you will build the learning assignment/process that you have previously planned. You will gain knowledge about different kinds of digital applications and environments and will be able to incorporate them in a substantiated manner in the learning assignment or process that you have planned.
In part 4, you will implement the learning assignment/process that you have previously built. Alternatively, you will study in depth the assignments/processes built by your peers and provide constructive feedback on them.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Facilitating learning skills:
- You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process.
- You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching.
- You are able to pedagogically substantiate the learning assignments you have prepared and select a suitable ICT environment for completing the assignment.

Reflection skills:
- You are able to reflect upon your learning assignments and your own learning.

Developmental skills:
- You are able to further develop the learning process you have planned based on the peer feedback you have received.
- You are capable of utilising learning assignment templates when planning new learning assignments.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. The studies have been scheduled, but are highly independent in nature. You will receive guidance in the form of weekly guidance messages. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Lecturer(s)

Mika Loponen

Learning materials and recommended literature

- Vanninen, R. 2013. Oppimistehtävät verkossa, Ideoita lähi- ja verkkotyöskentely sisältävälle kurssille, https://www.slideshare.net/RiikkaVanninen/oppimistehtvt-verkossa-290813-ss?qid=2c69bb20-c03b-443c-810c-de1a6c03fbbf&v=&b=&from_search=2
- Johns Hopkins University. 2014. Course Design on a Shoestring Budget: Meaningful Learning Activities, https://www.youtube.com/watch?v=OOfotsHDIwE
- Pönkä, H. 2016. (Verkko-)vuorovaikutus ja ohjaus, https://www.slideshare.net/hponka/verkkovuorovaikutus-ja-ohjaus?qid=1ce1cdc2-7e2a-4d27-b009-f657d373a46d&v=&b=&from_search=1
- Leppisaari, I. 2004. Oppimistehtävät ja palaute verkko-opetuksessa ja -ohjauksessa, http://www.averko.fi/tiedostot/verkkomentorointi/Leppisaari_oppimistehtavatjapalaute.pdf
- Top 100 Tools for Learning, https://www.toptools4learning.com/

Lecturer(s)

Mika Loponen

Timing

19.01.2021 - 06.04.2021

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work.

The course will be offered as scheduled online implementation utilising various online tools and working methods. The amount of independent work ranges from 6 to 8 hours/week. The course consists of four parts. The study process in parts 1 to 3 is pre-scheduled and proceeds with a steady workload, so it is advisable for the student to schedule their study time in advance. Part 4 allows more time to be used in relation to the subject being studied to allow those willing to do so to test in their teaching practice the learning assignment/process they planned in the previous parts.

Enrollment

02.11.2020 - 30.11.2020

Content scheduling

Voluntary online webinars:
- start webinar Thu 21.1.2021 14:00 - 15:30
- guidance clinic Thu 18.2.2021 10:00 - 11:00
Groups
- YSY20SM
- YSY20ST
- YSY20SJ
- YSY20SK
- YTK20S1
- YSY20S1
- YSV20S1
- YSB20S1
- YLO20S1
- YTV20S1
- YTG20S1
- YTH20S1
- YTM20S1
- YTO20S1
- ZJA21KA
- YTB20S1
Seats

0 - 5

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

You will also receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Degree Programme

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 Robotics, 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 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

Ammatillinen opettajakorkeakoulu
Video as a Pedagogic Tool (AJ00BA22-3002),
21.01.2021 – 11.04.2021, 5 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

Videos are present in a variety of ways in the everyday lives of students and teachers. Videos have become a natural way of communicating and presenting their own competences for an increasing number of people. Videos are also a versatile pedagogical tool for the students and teachers to utilise at different stages of the learning process.

During this course, you will become acquainted with a wide range of opportunities for utilising videos as part of the learning process. You will concretely go through the video production process so that in the future, you will be able to independently produce videos and plan learning assignments where students demonstrate their competences by means of video.

Course competences

In this course you will develop your developmental skills, interaction skills and reflection skills.

Developmental skills refers to:
- Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
- The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.

Interaction skills refers to:
- Teachers’ capacity to work in different interactive relationships and partner networks in an ethically sound manner.

Reflection skills means
- Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.

The learning objectives of the course

You grasp the versatile opportunities for utilising video at different stages of the learning process. You understand the video production process, from scriptwriting to publishing and distribution. In your choices, you are capable of taking copyright into account.

Prerequisites and co-requisites

basic computer skills and e-learning skills

Course contents

This course consists of 3 parts.
In part 1, you become acquainted with the various ways of using video in teaching and mapping out video material that is suitable for your field. In addition, you will learn to implement a pedagogically well-reasoned interactive video.
In part 2, you will apply your previously learned skills in planning and implementing your own video, from scriptwriting and shooting up to publication.
In part 3, you will learn to prepare an assignment where the students will demonstrate their competences by means of video.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Developmental skills:
- You will learn to understand the video production process, from scriptwriting to publishing and distribution.
- You are capable of producing a pedagogical video independently, going through the aforementioned video production process.

Interaction skills:
- You grasp the versatile opportunities for utilising asynchronic video at different stages of the learning process.

Reflection skills:
- You are able to assess your own learning and competence in a relevant manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. However, attending the start-up webinar is highly recommended. The studies have been scheduled, but are highly independent in nature. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive guidance during the guidance clinics held at the transition points of the course and in the form of weekly guidance messages. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback from the instructor on the video you produced and on your self-assessment.

Lecturer(s)

Mika Loponen

Learning materials and recommended literature

- Hakkarainen & Kumpulainen (toim.) 2011. Liikkuva kuva – muuttuva opetus ja oppiminen. Lapin yliopisto, kasvatustieteiden tiedekunta, mediapedagogiikkakeskus. Jyväskylän yliopisto, Kokkolan yliopistokeskus Chydenius, Kokkola 2011.
- eTEVÄ, eTeknologiavälitteinen taidon oppimisen ohjaus. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/raportointiohje/lahteet/
- Ajatus liikku – iloa oppimiseen! Ammatillisen osaamisen ja taidon tarkastelu videolta. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/ajatusliikkuu/ammatillisen-osaamisen-ja-taidon-tarkastelu-videolta/
- Oppiminen.fi: Opetus- ja palautevideot opettajan työkaluna. Viitattu 10.3.2020. http://www.oppiminen.fi/2016/03/opetus-ja-palautevideot-oppimisen-opettamisen-ja-ohjauksen-tukena/
- Apogee.fi: Videotuotannon perusteet. Viitattu 10.3.2020. https://www.apogee.fi/oppaat/videotuotannon-perusteet/
- YLE: Opettaja: näillä ohjeilla teet hyvän videon – katso Yle Uutisluokan opetusvideot. Viitattu 10.3.2020. https://yle.fi/uutiset/osasto/uutisluokka/opettaja_nailla_ohjeilla_teet_hyvan_videon__katso_yle_uutisluokan_opetusvideot/9347161

Lecturer(s)

Mika Loponen

Timing

21.01.2021 - 11.04.2021

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work. The implementation consists of 3 sections. Credits and time use are distributed as follows:
- section 1: 1,5 cr = 40,5 h
- section 2: 2 cr = 54 h
- section 3: 1,5 cr = 40,5 h

Enrollment

02.11.2020 - 30.11.2020

Content scheduling

Voluntary online meetings:
- start webinar Thu 21.1.2021 14 - 15.30
- guidance clinic 1: Thu 11.2.2021 14 - 15
- guidance clinic 2: Thu 25.2.2021 14 - 15
- guidance clinic 3: Wed 10.3.2021 14 - 15
- gala Thu 8.4.2021 14 – 16
Groups
- YSY20SM
- YSY20ST
- YSY20SJ
- YSY20SK
- YTK20S1
- YSY20S1
- YSV20S1
- YSB20S1
- YLO20S1
- YTV20S1
- YTG20S1
- YTH20S1
- YTM20S1
- YTO20S1
- ZJA21KA
- YTB20S1
Seats

0 - 5

Assessment methods

You will receive guidance and feedback during the guidance clinics held at the transition points of the course. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback based on the learning objectives from the instructor on the video you produced and on your self-assessment.

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

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 Robotics, 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 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

Ammatillinen opettajakorkeakoulu
Understanding Adult Learning (AJ00BA18-3004),
04.01.2021 – 31.07.2021, 8 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

This course will introduce you to the basic concepts of education and the professional terminology used in teachers’ work. Further, you will become familiar with learning as a phenomenon and gain deepened understanding on the different phases of learning process, and their implications on planning, implementation and assessing learning. You will also be able to assess and reflect upon your own learning realistically and justifiy your pedagogical choices. This course is a part of the educational studies of teacher education.

Course competences

In this course you will develop your facilitating learning skills and reflection skills.

Facilitating learning skills consists of:
- Teachers’ theoretical and philosophical understanding of learning.
- Ability to plan, implement and assess meaningful learning processes.
- Take into consideration the diversity of learners.

Reflection skills means teachers’
- Ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.

The learning objectives of the course

You will understand the opportunities that studies on adult learning and human development have on facilitating learning. You will be able to follow relevant educational research, and be able to utilise the knowledge of human development and learning in supporting the professional growth of your students and developing your own professional teacher identity.

Prerequisites and co-requisites

-

Course contents

During this course, you will discover the main theories and concepts of learning, as well as, the significance of educational research in teacher's thinking and practices. You will develop theoretical knowledge and understanding related to the facilitating learning.

Assessment criteria

Assessment criteria, passed/failed

Assessment criteria for an acceptable level are as follows:

Facilitating learning skills
- You are familiar with and understand the basic concepts of education and the professional terminology used in the work of a teacher.
- You are capable of searching for information independently and can find up-to-date sources of information, research and reports important to their own work.
- You are familiar with learning as a phenomenon and receive basic information for planning, implementing and assessing the facilitation of learning.

Reflection skills
- You assess your own learning realistically and with justification.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: You can acquire the competence required in this course by self-directed learning, prescribed reading, online learning sessions and assignments.

During this course collaborative and participatory methods are implemented. The implementation methods deepen your professional competence and the development of your own professional field.

Lecturer(s)

Juha Hautanen

Learning materials and recommended literature

- Lehtinen, E., Vauras, M. & Lerkkanen, M-K. 2016. Kasvatuspsykologia. E-kirja. PS-KustannusTAI
- Rinne, R, Kivirauma, J. & Lehtinen, E. 2015. Johdatus kasvatustieteisiin. E-kirja. PS-kustannus.
- Nivala E. & Saastamoinen M. (toim.). 2010. Nuorisokasvatuksen teoria. Perusteita ja puheenvuoroja (2. painos). E-kirja.

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Kirsti Vänskä, Mari Kolu

Timing

04.01.2021 - 31.07.2021

Learning assignments and student workload

In total, the course consists of 216 hours (8 x 27h) of students’ work
- Orientation 6 h
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 190 h
- Peer tutoring and self-assessment 20 h

Enrollment

02.11.2020 - 30.11.2020
Groups
- YSY20SM
- YSY20ST
- YSY20SJ
- YSY20SK
- YTK20S1
- YSY20S1
- YSV20S1
- YSB20S1
- YLO20S1
- YTV20S1
- YTG20S1
- YTH20S1
- YTM20S1
- YTO20S1
- YTB20S1
- ZJA21KAKO
Seats

0 - 10

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

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 Robotics, 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 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

8 cr
Credits
- 8 cr
Unit

Ammatillinen opettajakorkeakoulu
Education and Society (AJ00BA19-3002),
04.01.2021 – 31.07.2021, 8 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

This course will introduce you to the basic discipline of the Sociology of Education, the basic terminology, theoretical concepts and perspectives. In addition, you will consider the relationship between education and society and current phenomena. This course is a part of the Basic of Educational Sciences studies.

Course competences

In this course you will develop your future orientation. Future orientation refers to
- teachers being involved in creating the future for VET learning, working life and society by investigating and critically analysing existing practices and structures.
- the courage to rethink and support the development of social equality, democracy and human rights.

The learning objectives of the course

You will understand the basic concepts of educational sociology and you are able to analyse issues related to education as social and cultural phenomena.

Prerequisites and co-requisites

- (not translated)

Course contents

During this course, you will get acquainted with the education sociology. You look at people’s socialization into society and culture. You will become familiar with social phenomena such as school differentiation, differences in learning outcomes, exclusion and the heritability of education. You will also examine the roles and behavior of the teacher and the student, the gender debate, social justice and ethnicity. The course will guide you to think of the future of education, to try to look beyond the boundaries.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Future Orientation
- You will be able to critically assess the current state of education and training.
- You will be able to outline future directions for developing education and your own professional field and/or teaching.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: You can acquire the competence required in this course by self-directed learning, prescribed reading, online learning sessions and assignments.

During this course collaborative and participatory methods are implemented. The implementation methods deepen your professional competence and the development of your own professional field.

Lecturer(s)

Juha Hautanen

Learning materials and recommended literature

Antikainen, A., Rinne, R. & Koski, L. 2015. Kasvatussosiologia. E-kirja. PS-kustannus.

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Kirsti Vänskä, Mari Kolu

Timing

04.01.2021 - 31.07.2021

Learning assignments and student workload

In total, the course consists of 216 hours (8 x 27h) of students’ work
- Orientation 6 h
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 190 h
- Peer tutoring and self-assessment 20 h

Enrollment

02.11.2020 - 30.11.2020
Groups
- YSY20SM
- YSY20ST
- YSY20SJ
- YSY20SK
- YTK20S1
- YSY20S1
- YSV20S1
- YSB20S1
- YLO20S1
- YTV20S1
- YTG20S1
- YTH20S1
- YTM20S1
- YTO20S1
- YTB20S1
- ZJA21KAKO
Seats

0 - 10

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

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 Robotics, 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 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

8 cr
Credits
- 8 cr
Unit

Ammatillinen opettajakorkeakoulu
Entrepreneurship Education as a Teacher Competence (AJ00BA23-3003),
04.01.2021 – 30.04.2021, 5 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

The course purpose is to renew your understanding of entrepreneurship education within the teacher framework and to emphasise its importance in society and as part of the work of all trainers. After completing this course, you will understand what entrepreneurship education means and how, as a teacher, you can use your pedagogical solutions to promote the realisation of its values in your own teaching.

Course competences

In this course you will develop your future orientation, developmental skills and reflection skills.

Future orientation refers to
- Teachers being involved in creating the future for VET learning, working life and society by investigating and critically analysing existing practices and structures.
- The courage to rethink and support the development of social equality, democracy and human rights.

Reflection skills means
- Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.

Developmental skills refers to:
- Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
- The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.

The learning objectives of the course

After completing the course, you will have the capabilities to plan, implement and develop entrepreneurship education in your own operating environment.

Prerequisites and co-requisites

- (not translated)

Course contents

During this course, you will learn the key concepts, contents and policies of entrepreneurship education as well as the operators involved and the networks and support materials used in entrepreneurship education. You will gain understanding of the importance of entrepreneurial education in society and become acquainted with the pedagogical starting points and learning environments of entrepreneurship education and entrepreneurial competences.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Future orientation:
You have the capabilities for developing entrepreneurship education as part of vocational learning, working life and the future of society.

Developmental skills:
You have the capabilities for developing entrepreneurship education in your own field and level of education.

Reflection skills:
You are able to assess your own learning and competence in a relevant manner.

Further information

The course is intended for those who are currently completing or have previously completed teacher studies or who currently work as a teacher. Technical requirements: Online connection and a headset.

Student feedback on the course:

“I think training in entrepreneurship education should be a compulsory part for all those working in vocational education institutions as teachers or trainers.”

“My own teaching career is only at the beginning, or should I say a distant dream. This course provides a basis for integrating entrepreneurship education as part of my teaching, and I feel that it is a good start.”

“I have to admit that my expectations on this course were not all that high, but on the whole, it was surprisingly rewarding. Things can be perceived from a variety of perspectives, and I can now also look at my own teaching from the entrepreneurship education perspective.”

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies. The studying consists of independent working, peer-to-peer comments and discussions in your own network. At the end of the course, the instructor will give you personal feedback.

Your studies will be supported by materials available in the learning environment, such as articles, books, videos and other material on the subject.

Lecturer(s)

Piia Kolho

Learning materials and recommended literature

Opettajan opas yrittäjyyspedagogiikkaan. 2020. Suomen Yrittäjät. https://www.yrittajat.fi/sites/default/files/sy_opettajan_opas_yrittajyyspedagogiikkaan_a4.pdf

Potinkara, H. 2017. Uskalla innostua – opettajan opas yrittäjyysosaamiseen. Suomen Yrittäjät. https://www.yrittajat.fi/sites/default/files/sy_opettajan_opas_yrittajyysosaamiseen.pdf
Yrittäjyyslinjaukset. 2019.Opetus- ja kulttuuriministeriö. https://minedu.fi/yrittajyyslinjaukset

Bacigalupo, M., Kampylis, P., Punie, Y. & Van den Brande, G. 2016. EntreComp: The Entrepreneur-ship Competence Framework. Luxembourg: Publication Office of the European Union. EN; doi:10.2791/59388.

McCallum E., Weicht, R., McMullan L., Price, A. , Bacigalupo M. & O'Keeffe W. 2018. EntreComp into Action - Get inspired, make it happen: A user guide to the European Entrepreneurship Competence Framework. Publications Office of the European Union. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-action-get-inspired-make-it-happen-user-guide-european-entrepreneurship-competence.

Lecturer(s)

Piia Kolho

Timing

04.01.2021 - 30.04.2021

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work
- Orientation 2 h
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments. discussions 124 h
- Peer assessment and self-assessment 8 h
- Feedback 1 h

Enrollment

02.11.2020 - 30.11.2020

Content scheduling

The course includes two parts, each with 4 to 5 learning assignments and related materials. Depending on the student’s previous competence, the course can be completed during 1 to 3 months alongside their regular work duties.
Groups
- YSY20SM
- YSY20ST
- YSY20SJ
- YSY20SK
- YTK20S1
- YSY20S1
- YSV20S1
- YSB20S1
- YLO20S1
- YTV20S1
- YTG20S1
- YTH20S1
- YTM20S1
- YTO20S1
- ZJA21KA
- YTB20S1
Seats

0 - 5

Assessment methods

In the assessment, learning analytics will be utilised, and the student’s activity in the learning environment will be monitored. The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

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 Robotics, 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 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

Ammatillinen opettajakorkeakoulu
Managerial Accounting (YZZZ0230-3009),
09.03.2021 – 09.05.2021, 5 cr (YHO19S1, ...) — 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 outcomes
You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

Course contents

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

Assessment criteria

Assessment criteria - grade 1 and 2

Adequate 1
The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.

Satisfactory 2
You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Assessment criteria - grade 3 and 4

Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.

Very good 4
You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

Assessment criteria - grade 5

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

Language of instruction

Finnish

Location and time

Course schedule is 9.3.2021 - 9.5.2021.
The course is based on virtual studies.
Webinars are being held on Tuesdays at 17-19.
Webinar dates are 9.3., 23.3., 6.4., 20.4. and 4.5.

Planned learning activities, teaching methods and guidance

Webinars
Literature
Video material
Exercises and assignments

Learning materials and recommended literature

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

Lecturer(s)

Aki Laaksonen

Exam dates and re-exam possibilities

An exam is not part of this course.

Timing

09.03.2021 - 09.05.2021

Learning assignments and student workload

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

Enrollment

03.12.2020 - 31.12.2020

Content scheduling

Opintojaksolla vuorottelevat itsenäinen kirjallisuuteen ja videomateriaaliin perehtyminen, webinaarit sekä oppimis- ja harjoitustehtävät. (not translated)
Groups
- YHO19S1
- ZJA20SHY2
- YHO20S1
Alternative learning methods

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

Seats

0 - 10

Assessment methods

Avoin amk 43 (not translated)

Degree Programme

Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in 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

Liiketoimintayksikkö
Master's Thesis (YZZON100-3008),
01.08.2020 – 31.07.2024, 30 cr (YLO20S1, ...) — Face-to-face, Online learning +-
Learning outcomes of the course

The purpose of the course
The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.

Course competencies
Ethical competence
Learning and information management skills
Entrepreneurship, innovation and work community skills

Course objectives
You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

Course contents

Master's Thesis process and practices at JAMK
Research ethics and responsible conduct of research
Subject of thesis and electronic thesis topic proposal
Systematic information seeking
Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
Research writing
Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
Written, oral or visual publication of the results of research or development work in a community of experts
Finishing and assessment of the thesis and process

Assessment criteria

Assessment criteria - grade 1 and 2

Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 3 and 4

Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 5

Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

Further information

Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

Language of instruction

Finnish

Location and time

Master's thesis begins when you have made an electronic proposal for the thesis topic and you have named the main supervisor.

Planned learning activities, teaching methods and guidance

Small group and individual guidance held by the main supervisor online as both online and contact meetings
Peer discussion and support
Presentation of the thesis topic and plan in small group meetings
Information seeking workshops held by an Information Specialist
A separate implementation of research writing provided by the JAMK Language Center
Independent work: systematic information seeking, writing a thesis plan, taking care of agreements and research permits related to the thesis, implementing the empirical or functional phase and collecting and analyzing data or material, writing a thesis according to JAMK's reporting or project guidelines, presenting the thesis, self-evaluation

Lecturer(s)

Eero Aarresola

Learning materials and recommended literature

On the basis of systematic information seeking, the student obtains scientific literature suitable for the topic, problem solving and research or development methods of the thesis, which are referred to in the thesis in accordance with JAMK's reporting guidelines.

Recommended Reading Material
Stevens, J. S. & Crawford, S. L. Newest version. Project Reporting Instructions. JAMK University of Applied Sciences. https://oppimateriaalit.jamk.fi/projectreportinginstructions/

Master's thesis instructions and forms are in student's intranet in the part "Thesis and maturity test".

Lecturer(s)

Eero Aarresola, Sanna Nieminen

Working life cooperation

The thesis is done as a working life-oriented research-based development work or research. It can also be connected to RDI project.

Campus

Main Campus

Timing

01.08.2020 - 31.07.2024

Learning assignments and student workload

1. Thesis planning 189 hours (7 cr)
- Information seeking workshops - carried out by an Information Specialist
- Systematic information seeking and familiarization with source material independently
- Writing and presenting a thesis plan and participating in small group and individual meetings
- Management of agreements and necessary research permit issues

2. Research writing conducted by JAMK Language Center 81 hours (3 cr)

3. Implementation phase 270 hours (10 cr)
- Empirical and functional phase, data collection and analysis
- Participation in small group and individual meetings

4. Thesis reporting and evaluation 270 hours (10 cr)
- Thesis writing, presentation, evaluation, archiving and publishing

Total 810 hours (30 cr, the workload of one credit is 27 hours)

Content scheduling

0. The thesis process begins with an electronic topic proposal and the appointment of a main supervisor.
1. Thesis planning: information acquisition workshops, small group and individual supervision. presentation and approval of the thesis plan incl. data or material collection instruments, thesis agreement and necessary research permitions
2. Writing a research, a separate non-stop implementation by the Language Center, to which you register
3. Thesis implementation: empirical or functional implementation phase of the thesis, data collection and analysis
4. Thesis reporting and evaluation: Thesis writing, presentation, evaluation, archiving and publishing
Groups
- YLO20S1
- YTV20S1
- YLO19S1
- YTV19S1
Seats

0 - 500

Assessment methods

The thesis is assessed with separate thesis evaluation criteria.
The main supervisor of the thesis provides developmental feedback throughout the thesis process.
Assessment methods: self-assessment, thesis statement - host company or organisation, supervisor's assessment, the assessment decision based on these documents is made by the YAMK thesis working group according to the degree regulations.

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 Robotics, 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

Face-to-face, Online learning

Share of R&D studies

30 cr

Share of virtual studies

25 cr
Credits
- 30 cr
Unit

Liiketoimintayksikkö
Research-based Development (YZZZ0110-3015),
12.01.2021 – 16.05.2021, 5 cr (YHO19S1, ...) — 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

Online exam (based on the book written by Toikko & Rantanen, 2009)
Individual learning assignments: essays
Lectures and webinars

Learning materials and recommended literature

Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.

Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en

Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

Lecturer(s)

Tarja Niemelä

Working life cooperation

It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

Exam dates and re-exam possibilities

- online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours

Internationality

.

Timing

12.01.2021 - 16.05.2021

Learning assignments and student workload

Online Implementation:
Presenting on the online discussion 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.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.

The course has 2-3 webinars

Enrollment

25.11.2020 - 31.12.2020

Content scheduling

Online Implementation:
Presenting on the online discussion 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.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.

The course has 2-3 webinars
Groups
- YHO19S1
- ZJA20SHY2
- YHO20S1
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 - 10

Assessment methods

Avoin amk 43 (not translated)

Degree Programme

Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in 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

Liiketoimintayksikkö
Logistics Management (YLOM2200-3001),
06.11.2020 – 04.12.2020, 5 cr (ZJA20STPYLO, ...) — Face-to-face, Online learning +-
Learning outcomes of the course

The student understands the recent and future challenges of logistics from the perspective of production, retail companies and logistics service providers. The student is able to identify relevant approaches and apply decision making techniques to deal with these challenges. The student is able to analyze the global supply chain network including procurement, production and distribution logistics. The student knows the basic methods to manage a supply chain: time series analysis, forecasting, optimization and simulation

Prerequisites and co-requisites

Basics of logistics

Course contents

•Recent and future framework conditions of production, retail and logistics companies
•Decision making in procurement networks
•Basics of production system design and production logistics
•Implications of production system design for supply chain management
•Global production network (re)design
•Distribution systems: situation-specific material and information flow design
•Basics of Lean Process Design for logistics decision making

Assessment criteria

Assessment criteria - grade 1 and 2

Evaluation is based on contact activity and the role as a team member, the ability to succesfully finish the assignment and give an oral and written presentation of the project work results

Assessment criteria - grade 3 and 4

Hyvä 3: Opiskelija tunnistaa ja analysoi logistiikan haasteita eri toimijoiden näkökulmasta ja käyttää johdonmukaisia menetelmiä niiden ratkaisemiseksi.

Kiitettävä 4: Opiskelija tunnistaa ja analysoi logistiikan haasteita kokonaisuutena monen eri toimijan näkökulmasta ja käyttää monipuolisia ja perusteltuja menetelmiä niiden ratkaisemiseksi. (not translated)

Assessment criteria - grade 5

Erinomainen 5: Opiskelija pohtii analyyttisesti logistiikan nykyisiä ja tulevia haasteita kokonaisuutena eri toimialojen näkökulmista ja hallitsee useita menetelmiä niiden ratkaisemiseksi. (not translated)

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Lectures
Small group learning
Learning tasks

Lecturer(s)

Pasi Lehtola

Learning materials and recommended literature

Will be described inside the learning environment following the course description

Lecturer(s)

Virtuaali Lograk, Pasi Lehtola

Working life cooperation

Possibly visiting lecturers.

Campus

Main Campus

Exam dates and re-exam possibilities

No exam included

Timing

06.11.2020 - 04.12.2020

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. The load is distributed in different ways depending on the course implementation.

Enrollment

03.08.2020 - 30.08.2020
Groups
- ZJA20STPYLO
- YLO20S1
Alternative learning methods

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

Seats

0 - 30

Assessment methods

Avoin AMK: Enintään 5 opiskelijaa (not translated)

Degree Programme

Master’s Degree Programme in Logistics

Mode of delivery

Face-to-face, Online learning

Share of virtual studies

1 cr
Credits
- 5 cr
Unit

School of Technology
Formulating Strategy (YZZZ0210-3003),
01.02.2021 – 14.05.2021, 5 cr (YSV19S1, ...) — Face-to-face, 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

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

Lecturer(s)

Tapio Mäkelä

Campus

Lutakko Campus

Timing

01.02.2021 - 14.05.2021

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

02.11.2020 - 30.11.2020
Groups
- YSV19S1
- YSY20SJ
- YSY19SM
- YSY19SJ
- YSY19SK
- YSY19ST
- ZJA20SSYS
- ZJA20SSYT
Alternative learning methods

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

Seats

15 - 40

Assessment methods

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

Degree Programme

Master’s Degree Programme in Business and Financial 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, Online learning

Share of virtual studies

3 cr
Credits
- 5 cr
Unit

Hyvinvointiyksikkö
Master's Thesis (YZZON100-3004),
03.08.2020 – 31.07.2024, 30 cr (YTB20S1, ...) — Face-to-face, Online learning +-
Learning outcomes of the course

The purpose of the course
The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.

Course competencies
Ethical competence
Learning and information management skills
Entrepreneurship, innovation and work community skills

Course objectives
You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

Course contents

Master's Thesis process and practices at JAMK
Research ethics and responsible conduct of research
Subject of thesis and electronic thesis topic proposal
Systematic information seeking
Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
Research writing
Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
Written, oral or visual publication of the results of research or development work in a community of experts
Finishing and assessment of the thesis and process

Assessment criteria

Assessment criteria - grade 1 and 2

Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 3 and 4

Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

Assessment criteria - grade 5

Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

Further information

Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

Language of instruction

Finnish

Location and time

Master's thesis begins when you have made an electronic proposal for the thesis topic and you have named the main supervisor.

Planned learning activities, teaching methods and guidance

Small group and individual guidance held by the main supervisor online as both online and contact meetings
Peer discussion and support
Presentation of the thesis topic and plan in small group meetings
Information seeking workshops held by an Information Specialist
A separate implementation of research writing provided by the JAMK Language Center
Independent work: systematic information seeking, writing a thesis plan, taking care of agreements and research permits related to the thesis, implementing the empirical or functional phase and collecting and analyzing data or material, writing a thesis according to JAMK's reporting or project guidelines, presenting the thesis, self-evaluation

Lecturer(s)

Olli Väänänen

Learning materials and recommended literature

On the basis of systematic information seeking, the student obtains scientific literature suitable for the topic, problem solving and research or development methods of the thesis, which are referred to in the thesis in accordance with JAMK's reporting guidelines.

Recommended Reading Material
Stevens, J. S. & Crawford, S. L. Newest version. Project Reporting Instructions. JAMK University of Applied Sciences. https://oppimateriaalit.jamk.fi/projectreportinginstructions/

Master's thesis instructions and forms are in student's intranet in the part "Thesis and maturity test".

Lecturer(s)

Matti Siistonen, Hannariina Honkanen, Miikka Parviainen, Marjukka Nuutinen, Hannu Kivistö, Tarja Ahopelto, Olli Väänänen, Jaakko Oksanen, Harri Tuukkanen, Janne Lappi, Päivi Korpivaara

Working life cooperation

The thesis is done as a working life-oriented research-based development work or research. It can also be connected to RDI project.

Timing

03.08.2020 - 31.07.2024

Learning assignments and student workload

1. Thesis planning 189 hours (7 cr)
- Information seeking workshops - carried out by an Information Specialist
- Systematic information seeking and familiarization with source material independently
- Writing and presenting a thesis plan and participating in small group and individual meetings
- Management of agreements and necessary research permit issues

2. Research writing conducted by JAMK Language Center 81 hours (3 cr)

3. Implementation phase 270 hours (10 cr)
- Empirical and functional phase, data collection and analysis
- Participation in small group and individual meetings

4. Thesis reporting and evaluation 270 hours (10 cr)
- Thesis writing, presentation, evaluation, archiving and publishing

Total 810 hours (30 cr, the workload of one credit is 27 hours)

Enrollment

01.08.2020 - 31.08.2020

Content scheduling

0. The thesis process begins with an electronic topic proposal and the appointment of a main supervisor.
1. Thesis planning: information acquisition workshops, small group and individual supervision. presentation and approval of the thesis plan incl. data or material collection instruments, thesis agreement and necessary research permitions
2. Writing a research, a separate non-stop implementation by the Language Center, to which you register
3. Thesis implementation: empirical or functional implementation phase of the thesis, data collection and analysis
4. Thesis reporting and evaluation: Thesis writing, presentation, evaluation, archiving and publishing
Groups
- YTB20S1
- YTG20S1
- YTO20S1
Seats

0 - 500

Assessment methods

The thesis is assessed with separate thesis evaluation criteria.
The main supervisor of the thesis provides developmental feedback throughout the thesis process.
Assessment methods: self-assessment, thesis statement - host company or organisatio, supervisor's assessment, the assessment decision based on these documents is made by the YAMK thesis working group according to the degree regulations.

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 Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

Mode of delivery

Face-to-face, Online learning

Share of R&D studies

30 cr

Share of virtual studies

25 cr
Credits
- 30 cr
Unit

School of Technology
Managerial Accounting (YZZZ0230-3007),
27.03.2021 – 11.06.2021, 5 cr (ZJA20STPYVJ, ...) — 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 outcomes
You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

Course contents

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

Assessment criteria

Assessment criteria - grade 1 and 2

Adequate 1
The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.

Satisfactory 2
You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Assessment criteria - grade 3 and 4

Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.

Very good 4
You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

Assessment criteria - grade 5

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

Language of instruction

Finnish

Location and time

Implementation between 03/2021 - 05/2021. Contact days are: 27.3.2021, 7.5.2021 and 8.5.2021. Place: JAMK main campus, Rajakatu 35.

Planned learning activities, teaching methods and guidance

Lessons and group works during contact days, self-studies and learning assignments.

Lecturer(s)

Jaakko Oksanen

Learning materials and recommended literature

According the information described on course description and contact lessons materials.

Lecturer(s)

Petri Vauhkonen

Campus

Main Campus

Exam dates and re-exam possibilities

No exam, instead an independent development assignment, timetable will be informed during contact days.

Timing

27.03.2021 - 11.06.2021

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.
Number of contact hours 18 h, self-studies and independent work 115 h.

Enrollment

02.11.2020 - 30.11.2020
Groups
- ZJA20STPYVJ
- YTV20S1
Alternative learning methods

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

Seats

0 - 30

Degree Programme

Master’s Degree Programme in 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

Face-to-face, Online learning

Share of virtual studies

4 cr
Credits
- 5 cr
Unit

School of Technology
Formulating Strategy (YZZZ0210-3004),
01.09.2020 – 18.12.2020, 5 cr (YSV19S1, ...) — Face-to-face, 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

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

Lecturer(s)

Tapio Mäkelä

Campus

Main Campus

Timing

01.09.2020 - 18.12.2020

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

03.08.2020 - 30.08.2020
Groups
- YSV19S1
- YSY19SM
- YSY19SJ
- YSY19SK
- YSY19ST
Alternative learning methods

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

Seats

15 - 30

Assessment methods

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

Degree Programme

Master’s Degree Programme in 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, Online learning

Share of virtual studies

3 cr
Credits
- 5 cr
Unit

Hyvinvointiyksikkö
The Future of Logistics (YLLX1570-3001),
19.02.2021 – 02.05.2021, 5 cr (ZJA20STPYLO, ...) — Face-to-face +-
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)

Lecturer(s)

Eero Aarresola

Learning materials and recommended literature

Zansen, J.,Haapanen, M.& Syrjänen, T. 2017. Digilogistiikka.
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

19.02.2021 - 02.05.2021

Learning assignments and student workload

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

Enrollment

02.11.2020 - 30.11.2020
Groups
- ZJA20STPYLO
- YLO20S1
Assessment methods

Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Osaaminen osoitetaan oppimistehtävissä, joita on opintojaksolla kaksi.
Molemmat 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
Credits
- 5 cr
Unit

School of Technology

Academic year 2021 - 2022

Research-based Development (YZZZ0110-3016),
27.09.2021 – 10.12.2021, 5 cr (YSY21SK) — 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

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

Lecturer(s)

Sirpa Tuomi

Learning materials and recommended literature

Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.

Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en

Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

Lecturer(s)

Riitta Räsänen, Sirpa Tuomi

Working life cooperation

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

Exam dates and re-exam possibilities

It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

Timing

27.09.2021 - 10.12.2021

Learning assignments and student workload

-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.

Content scheduling

Online Implementation:
Presenting on the online discussion 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.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.

The course has 2-3 webinars..
Groups
- YSY21SK
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

15 - 40

Assessment methods

Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
Assessment of learning tasks:
Discussion, introduction - evaluation on scale accepted - to be completed
Online exam - evaluation on scale 0-5, weight 20%
Expert blog posts and responses - evaluation on scale 0-5, weight 30%
Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%

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

Hyvinvointiyksikkö
Qualitative Research (YZZZ0130-3007),
01.04.2022 – 12.06.2022, 5 cr — Online learning +-
Learning outcomes of the course

Purpose of the course
The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.

Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

Course contents

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

Assessment criteria

Assessment criteria - grade 1 and 2

Sufficient 1
The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.

Satisfactory 2
The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

Assessment criteria - grade 3 and 4

Good 3
The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.

Very good 4
The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

Assessment criteria - grade 5

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

Language of instruction

Finnish

Lecturer(s)

Sari Järvinen

Lecturer(s)

Sari Järvinen

Timing

01.04.2022 - 12.06.2022

Seats

15 - 35

Assessment methods

Avoin amk 5 paikkaa (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 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

Hyvinvointiyksikkö
Qualitative Research (YZZZ0130-3008),
30.08.2021 – 17.12.2021, 5 cr (YSY20SM, ...) — Online learning +-
Learning outcomes of the course

Purpose of the course
The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.

Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

Course contents

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

Assessment criteria

Assessment criteria - grade 1 and 2

Sufficient 1
The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.

Satisfactory 2
The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

Assessment criteria - grade 3 and 4

Good 3
The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.

Very good 4
The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

Assessment criteria - grade 5

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

Language of instruction

Finnish

Lecturer(s)

Sari Järvinen

Lecturer(s)

Sari Järvinen

Timing

30.08.2021 - 17.12.2021
Groups
- YSY20SM
- YSY20ST
- YSY20SJ
- YSY20SK
- YSY20S1
- YSV20S1
- YSB20S1
Seats

15 - 35

Assessment methods

Avoin amk 5 paikkaa sote (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 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

Hyvinvointiyksikkö
Formulating Strategy (YZZZ0210-3008),
30.08.2021 – 17.12.2021, 5 cr (YSY21SM, ...) — 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

Lecturer(s)

Tapio Mäkelä

Lecturer(s)

Tapio Mäkelä, Sari Järvinen

Timing

30.08.2021 - 17.12.2021
Groups
- YSY21SM
- YSY21SK
- YSY21ST
Seats

15 - 30

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

Hyvinvointiyksikkö
Research-based Development (YZZZ0110-3024),
30.08.2021 – 26.11.2021, 5 cr (YSY21ST) — 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

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

Lecturer(s)

Sirpa Tuomi

Learning materials and recommended literature

Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.

Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en

Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

Lecturer(s)

Riitta Räsänen, Sirpa Tuomi

Working life cooperation

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

Exam dates and re-exam possibilities

It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

Timing

30.08.2021 - 26.11.2021

Learning assignments and student workload

-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.

Content scheduling

Online Implementation:
Presenting on the online discussion 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.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.

The course has 2-3 webinars..
Groups
- YSY21ST
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

15 - 25

Assessment methods

Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
Assessment of learning tasks:
Discussion, introduction - evaluation on scale accepted - to be completed
Online exam - evaluation on scale 0-5, weight 20%
Expert blog posts and responses - evaluation on scale 0-5, weight 30%
Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%

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

Hyvinvointiyksikkö

Key learning outcomes

The students acquire the knowledge, skills and capability to work in working-life development and management positions requiring expertise in logistics, including in internationally networked organisations. The student acquires the latest knowledge of management and leadership, supply chain management and logistics, cooperation networks and procurement.

Measuring and developing processes is one of the central themes of the programme. In their studies, students will learn to use different development and optimisation methods which will make the current operations more efficient and stream-lined.

The students can apply working life research and development methods in developing their own competence and organisation. The students can react quickly to changes, create new operating models and manage change processes.

Education content and professional growth and know-how

Logistics for the win! The degree programme focuses on creating both financial and operational success through well-functioning logistics management. The central content of the programme is connected to leadership and process management.

The education increases the students' competence in logistics, their management skills and entrepreneurship, as well as their opportunities for accepting more challenging positions. The programme provides capabilities for internationalisation and the systematic development of an organisation's operations.

The studies include advanced professional studies, elective studies and a thesis, or a working-life development assignment. The studies consist of courses and wider competence areas. The structure of the studies (60 credits) is as follows:

Shared master competence (15 credits): Research-based Development (5 credits), Leadership Dynamics (5 credits) and Managerial Accounting (5 credits)

Expert core competence (40 credits): Logistics Management (5 credits), The Future of Logistics (5 credits) and Master’s thesis (30 credits)

Complementary competence (5 credits): For example, Purchasing Management (5 credits)

Flexible studies

The studies are carried out as part-time studies with classroom learning days on Friday afternoons and Saturdays. There are approximately two classroom learning days per month; the time in between classroom learning days is used for independent study. The Research-based Development course will be offered in online environments in its entirety.

Students have a choice of alternative or elective studies offered by partner universities in Finland and abroad, such as other universities of applied sciences (CampusOnline), universities and educational institutions involved in the EduFutura collaboration (University of Jyväskylä and Gradia). Higher level studies completed elsewhere may be accredited as part of your degree. The student must have a certificate or some other document to prove that they have completed the studies. Skills acquired elsewhere can also be described and demonstrated to enable accreditation. Further information is available in the Study Guide.

Working life oriented learning

The degree programme is strongly working-life related. Concrete examples of this are lectures given by visiting lecturers from working life, the linking of learning tasks and the master’s thesis to the development of the student’s own organisation and, consequently, to the development of working life on a broader scale. We also make company visits to interesting frontrunner companies.

Career opportunities and employment

The degree programme in logistics is intended for engineers working in specialist tasks with the motivation to expand their competencies in order to work in management, planning and development positions. The objective of the studies is to deepen the students’ competence in the different areas of leadership and management and to establish the skills required for working in development tasks that require special expertise.

Becoming an expert on logistics will open new doors and bring about new, challenging tasks for the students – and provide a possibility for career advancement. As a student, you will deepen your leadership, management and social interaction skills and learn how to work in international networks.

Having completed a master’s degree at a university of applied sciences, graduates possess the skills required for developing the business operations of organisations and actively producing new competences. This will develop your organisation and increase your know-how.

You will gain significant benefit from networking and exchanging expertise with the other colleagues participating in the programme.

Qualifications

There are no specific degree-related or statutory qualification requirements in the field.

Further studies

The graduate may apply to continue on to postgraduate studies in science or arts at universities (Act 558/2009, Section 37) and in the school of professional teacher education. Studies can be continued by applying for corresponding post-degree education at universities abroad, for example. A university of applied sciences also provides opportunities for continuing education in the form of specialisation studies, open studies, an online study portal (CampusOnline) and working life based continuing education.

Education planning

Working-life representatives, academic experts, master’s degree students from universities of applied sciences and JAMK specialists from various fields have been involved in the planning of the degree programme. The periodic assessment of the logistics’ Master’s degree programme was conducted in 2016, and since then, the programme has been developed to correspond to the authentic working life needs even better. The assessment was carried out by a group consisting of a representative of working life, an academic expert, students and teachers. In addition, an advisory board that includes a group of logistics experts and the management of various companies has been regularly involved in the planning of the programme. The programme is constantly developed based on the continuing feedback from students active in working life.

Contact Information

Aarresola Eero
Senior Lecturer, Logistics
+358406476546
firstname.lastname@jamk.fi