International Project I (HAKK0110-3001), 31.08.2020 – 11.06.2021, 5 cr(HTA18S1)
— Face-to-face +-
Language of instruction
31.08.2020 - 11.06.2021
Tapu Holttinen, Timo Lehtonen, Anu Manner, Janne Roiha, Juha Ruuska, Essi Silvennoinen
03.08.2020 - 30.08.2020
Bachelor's Degree Programme in Team Academy
Mode of delivery
Learning outcomes of the course
The students are able to play an active role in international projects and environments. They possess the language and communication skills required in international activities. They understand the differences and similarities between the cultures represented in the project environment concerned.
Cultural differences and similarities in practice; language and communication in international environments; building cooperation with people representing different cultures.
Prerequisites and co-requisites
Basic ability to develop one's own competences, to participate in team activities and team learning, and in project activities; good practical skills in the language required in the project.
Assessment criteria - grade 1 and 2
Team entrepreneur’s evaluation is based on general attitude towards the learning, usage of the competence and making the knowledge visible. Participation for the training sessions and practical project work with the customers as well as written essays are part of the evaluation. Self evaluation in the form of reflection papers plays a central role in the evaluation process.
0= No competence
The learner has no competences from the area under evaluation. The performance is far below the target (not enough training session or project work hours, bad quality in essays and reflection papers).
1 = Beginner
The learner understands the basics from the area under evaluation but the attitude towards the learning is weak. Reflections and essays are superficial.
2= Progressed beginner
The learner understands the meaning of the learning attitude in some level and she/he has done some project from the area under evaluation. Essays and reflection papers shows understanding of the theories.
The learner has an active attitude towards the learning -> Active participation for the training sessions, the competence area under evaluation is used in different kinds of projects, essays are applied and reflection papers are describing own development.
The learner has an active attitude towards the learning -> the learner is active in developing the content for the training sessions. Essays and reflection papers are profound and analytical in nature.
The learner has a spontaneous? and developing attitude towards the learning -> this shows as taking the leadership position in the training sessions. The projects done are diverse as well as the reflection papers and the essays. The knowledge is applied.