Emotional Management of International Business ComplexityLaajuus (5 cr)
Code: YH00BP63
Credits
5 op
Teaching language
- English
Responsible person
- Marcella Zoccoli
Objective
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Assessment criteria, satisfactory (1)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Assessment criteria, good (3)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Assessment criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Timing
10.02.2025 - 19.05.2025
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 50
Teachers
- Marcella Zoccoli
Groups
-
HKV25KDIBMPost-Graduate Diploma in International Business Management
-
HKV24SDIBMPost-Graduate Diploma in International Business Management
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey at the
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (30%)
+ Project-based collective work or training workshop creation (70%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Enrollment
01.02.2024 - 11.02.2024
Timing
12.02.2024 - 20.05.2024
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 50
Teachers
- Marcella Zoccoli
Groups
-
HKV24KDIBMPost-Graduate Diploma in International Business Management
-
YBB24VKNMaster’s degree in Business Administration, EM Normandie, Spring 2024
-
YBB24VKMaster's Degree Programme in International Business, vaihto-opiskelu/Exchange studies
-
HKV23SDIBMPost-Graduate Diploma in International Business Management
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey at the
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (30%)
+ Project-based collective work or training workshop creation (70%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Further information for students
Diploma in IBM groups: HKV24KDIBM, HKV23SDIBM
Exchange YBB24VK: 5 places
EM Normandie YBB24VKN: 8 places
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Enrollment
06.02.2023 - 12.02.2023
Timing
09.03.2023 - 11.05.2023
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 40
Degree programmes
- Diploma in International Business Management
Teachers
- Marcella Zoccoli
Groups
-
HKV22SDIBM1Diploma in International Business Management
-
HKV22SDIBM2Diploma in International Business Management
-
YBB23VKMaster's Degree Programme in International Business, vaihto-opiskelu/Exchange studies
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey calendar
10 weeks at:
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (40%)
+ Project-based collective work or training workshop creation (60%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Further information for students
Diploma in IBM: 34
Exchange and Degree students: 6
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Timing
08.03.2023 - 10.05.2023
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 40
Degree programmes
- Diploma in International Business Management
Teachers
- Marcella Zoccoli
Groups
-
HKV23KDIBMDiploma in International Business Management
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey 10 weeks
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (40%)
+ Project-based collective work or training workshop creation (60%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Enrollment
06.02.2023 - 12.02.2023
Timing
08.03.2023 - 10.05.2023
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 40
Degree programmes
- Diploma in International Business Management
Teachers
- Marcella Zoccoli
Groups
-
YBB23VKNMaster’s Degree in International Business Management, EM Normandie, (Master’s)
-
HKV22SDIBM1Diploma in International Business Management
-
HKV22SDIBM2Diploma in International Business Management
-
YBB23VKMaster's Degree Programme in International Business, vaihto-opiskelu/Exchange studies
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey 10 weeks
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (40%)
+ Project-based collective work or training workshop creation (60%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Further information for students
EM Normandie students: 14
Diploma in IBM: 21
Exchange and Degree students: 5
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Timing
07.03.2022 - 12.05.2022
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 40
Teachers
- Marcella Zoccoli
Groups
-
HKV22KDIBM2Diploma in International Business Management
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey calendar
From 10.03.2022 to 12.05.2022
On Thursdays from 13.15 to 15.15
The pedagogical/work design and approach will be presented to the students on the Kick-Off day 10.03.2022
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (50%)
+ Project-based collective work or training workshop creation (50%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.
Enrollment
07.02.2022 - 28.02.2022
Timing
14.02.2022 - 27.05.2022
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Business
Campus
Main Campus
Teaching languages
- English
Seats
0 - 40
Teachers
- Marcella Zoccoli
Groups
-
YHS22VKMaster's Degree Programme in Sport Business Management, vaihto-opiskelu/Exchange studies
-
YBB22VKMaster's Degree Programme in International Business, vaihto-opiskelu/Exchange studies
-
YBB20S1Master's Degree Programme in International Business Management
-
YHS19S1Master's Degree Programme in Sport Business Management
-
YBB19S1Master's Degree Programme in International Business Management
-
YBB22VKNMaster’s Degree in International Business Management, EM Normandie
-
HKV22KDIBM1Diploma in International Business Management
-
YHS20S1Master's Degree Programme in Sport Business Management
-
YHS21S1Master's Degree Programme in Sport Business Management
-
YBB21S1Master's Degree Programme in International Business
Objectives
The students will:
- know how to move and coach + process the complexity of International Business - relations & contingencies - by up-skilling, re-skilling, and crafting Emotional Management
- know how to achieve positive solutions & results with and through people's emotions by developing the management & leadership of their social and emotional skills
- have the opportunity to learn the art and science of creative communication, motivation and to develop a positive attitude to pose questions useful to the change and for the change in multicultural settings and blended environments (human-tech)
- have an opportunity to experience meditation and/or contemplative/creative practices to support their talent and/or vocation to lead and manage stress and balancing professional and personal life
- learn how to deal with the new challenges the VUCA time is posing
- become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in both management and leadership and will learn to monitor and support followers-employees awareness in times of crisis and in a highly emotional multicultural setting
ILOs - intended learning outcomes
(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.
(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.
Time and location
Course-Journey calendar
10 weeks from 23.02.2022 to 04.05.2022
On Wednesdays from 10.15 to 12.15
The pedagogical/work design and approach will be presented to the students on the Kick-Off day 23.02.2022
MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI
Learning materials and recommended literature
Educational dedicated material + Teacher's publications
Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harre, R.& Parrott, W. G. 1996. The emotions: Social, cultural, and biological dimensions. London; Thousand Oaks, CA: Sage Publications.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Open Source:
- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications
+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...
Teaching methods
The context of the course is international, intercultural, interreligious, and interdisciplinary
The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making
Three main stages of the teaching/learning process:
- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning
For the pedagogical approach:
Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
Student workload
The passing of the course requires very active participation during seminar days
+ Self-generated work (40%)
+ Project-based collective work or training workshop creation (60%)
More information will be offered to students during the first contact session.
The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 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. The reporting follows JAMK’s reporting instructions partially.
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. The report mostly follows JAMK’s reporting instructions.
Evaluation criteria, good (3-4)
Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your 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 thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
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 your 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. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.
Evaluation criteria, excellent (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. 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. The report follows JAMK’s reporting instructions.