Behavioral Decision-Making Perspective in Business and Public Policy (5op)

Arviointimenetelmät ja arvioinnin perusteet

"Competence assessment is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the assessment criteria listed in the implementation plan for the studies" (Laurea degree regulations 2024). The course will be evaluated on a scale of 1 to 5 / fail. Minimum requirement to pass the course is that you complete the Orientation and module 1 by August 9th, 2026. Your grade will be defined based on the number of modules that you have successfully completed. Each module will be evaluated on a Pass/Fail basis. All tasks that are mentioned in the assignment descriptions need to be completed according to the instructions to pass the modules. Assignments are evaluated on a complete / incomplete scale or in points (multiple choice tasks). To pass a multiple choice task (quiz) the student needs to score at minimum 50% of the points. The teacher will complete the grading of the assignments and tasks by Friday August 21st, 2026. At this stage the teacher might ask you to complement assignments that have not been completed at a sufficient level. You need to complete the requested assignments successfully by September 13th, 2026. The evaluation scheme, together with the module structure and content, complies with the general evaluation criteria of study units in Masters studies which is described here below. To achieve grade 5 (excellent) the student is able to: - create a coherent knowledge base by utilising both domestic and international sources comprehensively. (Knowledge base) - critically analyse current and relevant scientific sources. (Knowledge base) - apply the knowledge base to various professional contexts with critical thinking. (Knowledge base) - highlight relevant and critical perspectives related to the knowledge base.(Knowledge base) - develop new, well-founded solutions to complex research, development, and/or innovation problems using an appropriate development process model or method. (Development) - act as a developer in development tasks that are complex, unpredictable, and/or require new strategic approaches. (Development) - evaluate issues openly and boldly from multiple perspectives and build new, innovative, and functional viewpoints based on existing knowledge. (Creativity) - communicate convincingly both orally and in writing, considering the audience. (Communication) - utilise creative means of communication. (Communication) - apply knowledge and skills responsibly and independently. (Working skills, responsibility and independence) - produce solutions that reflect responsibility and ethics.(Working skills, responsibility and independence) - organise and manage their own activities. (Working skills, responsibility and independence) - plan and schedule work systematically. (Working skills, responsibility and independence) - show tolerance for uncertainty and the ability to overcome challenges independently and justifiably. (Working skills, responsibility and independence) - work constructively and purposefully in collaboration with others. (Working skills, responsibility and independence) To achieve grade 3 (good) the student is able to: - create an essential knowledge base by analysing both domestic and international scientific sources. (Knowledge base) - apply the knowledge base to various professional contexts, demonstrating independent thinking. (Knowledge base) - reflect on critical questions related to the knowledge base.(Knowledge base) - develop well-founded solutions to research, development, and/or innovation problems using a development process model or method.(Development) - act as a developer in development tasks requiring complex and new approaches.(Development) - evaluate issues openly from different perspectives and build something original and functional based on existing knowledge. (Creativity) - communicate expertly both orally and in writing. (Communication) - utilise various means of communication effectively. (Communication) - apply knowledge and skills demonstrating responsibility and independence. (Working skills, responsibility and independence) - produce solutions that demonstrate responsibility and ethics. (Working skills, responsibility and independence) - plan and execute work according to schedules. (Working skills, responsibility and independence) - act independently in situations requiring tolerance to uncertainty. (Working skills, responsibility and independence) - work constructively in collaboration with others. (Working skills, responsibility and independence) To achieve grade 1 (satisfactory) the student is able to: - create a justified knowledge base on the subject using research sources (e.g. non-peer-reviewed scientific texts). (Knowledge base) - apply the knowledge base to various professional contexts. (Knowledge base) - pose essential questions about the topic under consideration.(Knowledge base) - develop well-founded solutions to development problems. (Development) - act in development tasks. (Development) - examine issues openly from different perspectives and design functional solutions based on existing knowledge. (Creativity) - communicate clearly both orally and in writing. (Communication) - utilise means of communication. (Communication) - demonstrate organisational skills in their own activities according to schedules. (Working skills, responsibility and independence) - demonstrate responsibility, independence, and ethics in their actions. (Working skills, responsibility and independence) - operate in uncertain situations (Working skills, responsibility and independence) - work with others (Working skills, responsibility and independence) “Students who have failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. If the student does not pass the assessment despite the opportunity to complete their study attainment, they must complete the study unit in question in full as specified by the teacher.” (Degree regulations 2024.) All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Tournitin is used when assignments are checked, the lecturer will inform the students of this.

Arviointiasteikko

H-5

Sisällön jaksotus

In this course you will learn the basics of behavioral economics and how behavioral insights are applied in business and public policy context. You will gain understanding on behavioral biases and heuristics that are apparent in human behavior. Nudges and choice architecture are introduced as a mean to change people's behavior. The study unit is divided into orientation module and five learning modules: Module 1: General overview of behavioral insights in business and public policy Module 2: Deeper into behavioral insights Module 3: Ethical perspectives of behavioral interventions Module 4: Behavioral insights into action Module 5: Applying behavioral perspective

Tavoitteet

The student is able to - understand the role of heuristics and biases in everyday decision making - explore the fields of behavioral economics and behavioral decision making - identify and apply psychological factors in business and public policy applications - evaluate development plans from behavioral perspective - analyze ethical aspects of behavioral interventions and nudges  

Oppimateriaalit

Main course literature includes the following articles. Additional video materials are given on Canvas platform. Module 1: • Kahneman, D. 2003. A perspective on judgment and choice: mapping bounded rationality. American psychologist, 58(9), 697 • Thaler, R., Sunstein, C. & Balz, J. 2013. Choice architecture. In Shafir, E. (eds.), The behavioral foundations of public policy (pp. 428–439). Princeton University Press. • Fehr-Duda, H. & Fehr, E. 2016. Sustainability: Game human nature. Nature News, 530(7591). • Goldstein, D., Johnson, E., Herrmann, A., & Heitmann, M. 2008. Nudge your customers toward better choices. Harvard Business Review, 86(12), 99-105 • Dholakia, U. M. 2016. Why nudging your customers can backfire. Harvard Business Review • Steffel, M., Williams, E. F. & Pogacar, R. 2016 How to Nudge Your Customers Without Pushing Them Away. Harvard Business Review. Module 2: • Dolan, P., Hallsworth, M., Halpern, D., King, D. & Vlaev, I. 2010. MINDSPACE: Influencing behaviour for public policy. Institute of Government, London, UK. • Oeberst, A., & Imhoff, R. 2023. Toward Parsimony in Bias Research: A Proposed Common Framework of Belief-Consistent Information Processing for a Set of Biases. Perspectives on Psychological Science, 18(6), 1464-1487. Module 3: • Sunstein, C. R. 2015. Fifty shades of manipulation. • Reisch, L. A. & Sunstein, C. R. 2016. Do Europeans like nudges? Judgment and Decision Making, 11(4), 310–325. • OECD. 2017. Behavioural Insights and Public Policy: Lessons from Around the World. OECD Publishing, Paris. • Benartzi, S., Beshears, J., Milkman, K. L., Sunstein, C. R., Thaler, R. H., Shankar, M., Tucker-Ray, W., Congdon, W. J. & Galing, S. 2017. Should governments invest more in nudging? Psychological Science, 28(8), 1041–1055. Module 4: • Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., Eccles, M.P., Cane, J. & Wood, C. E. 2013. The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. Ann Behav Med. 2013 Aug;46(1):81-95. • Carlin, D., Houshmand, K., Rodriguez, S. & Talloen, J. 2023. To create lasting change, companies can draw on behavioral insights. McKinsey & Company. • Müller, M. M., Böhm, K. L., & Renz, E. 2023. Pay or nudge employees into change? A theoretical and experimental investigation of the effect of nudging for organizational change. Managerial & Decision Economics, 44(6), 3666–3695. Module 5: • Hallsworth, M. 2023. A manifesto for applying behavioural science. Nature Human Behaviour, Nature, vol. 7(3), pages 310-322, March. Suggested background reading material: • Johnson, E. 2021. The elements of choice: Why the way we decide matters. Riverhead Books. • Halpern, D. 2016. Inside the nudge unit: How small changes can make a big difference. Random House. • Thaler, R. & Sunstein, C. 2009. Nudge: Improving decisions about health, wealth, and happiness. Penguin.

Opetusmenetelmät

The study unit is completed independently following a recommended schedule for returning assignments and completing the whole course by a given deadline. Self-direction is required. The study unit does not include meetings except an online kick-off lecture on Tuesday, May 19, 2026 at 17.30 -18:30 (EET / Finnish time) in Zoom. No other lectures will be held which enables self-paced learning. You will study in a Canvas learning environment which includes learning material and assignments/tests. The study unit contains planning and executing a small-scale real-life intervention applying behavioral insights, and analysis of an existing development plan from a behavioral perspective. You will also engage in discussions with other students in an online forum by posting conversation starters and commenting other students’ texts about different topics you have studied about. Otherwise, the study unit does not include working in pairs or groups. You will receive individual feedback for some of the assignments from the teacher at the end of the course. During the course the feedback is based on automated assessment, and when applicable, giving out model answers after the assignments have been returned. Peer feedback is also utilized. As a rule, the use of AI is permitted and its utilisation must always be disclosed. Sources must always be referenced, even if the text was produced with the help of an AI. The use of AI must be clearly indicated in a text whenever it is utilised in the production or editing of any texts or images. Remember to also explain how it has been utilised, for example in reading information sources and analysing material. Unauthorized and undisclosed use of AI will, however, be sanctioned. You can reach the instructor at the beginning of the course before mid-June and again after the end of the course. You and reach your fellow students through the Q&A discussion board on Canvas platform and you can also use the Canvas Inbox or email messages.

Harjoittelu- ja työelämäyhteistyö

The study unit includes a practical exercise where the students are encouraged to solve practical problems at their everyday life, and to further consider their developmental work.

Tenttien ajankohdat ja uusintamahdollisuudet

Based on the degree regulations (2024), the student accepted for the implementation is required to confirm his/her participation by showing activity at the start of the study in the following way: In order to demonstrate activity, the student must be present at the first contact lesson or notify the teacher in charge of his/her absence to confirm his/her participation in the study. Registration will be rejected if the student does not report his/her absence at the start of the study or the reason for the absence cannot be considered justified. Another student can be taken in his place. The first contact lesson is the recommended kick-off lecture on Tuesday, May 19, 2026. The study unit is divided into 5 modules. The deadline for completing the whole course is August 9th, 2026. Students are strongly recommended to follow the given schedule with suggested assignment deadlines to ensure steady progression. Retake deadline is September 13th, 2026.

Kansainvälisyys

Use of international academic literature. International student group.

Toteutuksen valinnaiset suoritustavat

According to the degree regulations (2024), "Students are entitled to apply for recognition of prior learning regardless of where, when and how the competence has been acquired. ... At Laurea, there are two different procedures for the recognition and accreditation of prior learning: a) accreditation of prior learning (competence acquired in higher education studies at another institution) and b) demonstration of competence (competence acquired in other ways). The recognition and accreditation of prior learning is initiated by the student themselves. The student is responsible for demonstrating and verifying their competence. The student is entitled to guidance for the recognition and accreditation of their competence." Further information in the student intranet. You may also assess work-based learning as a way to acquire the competence needed. Read more in the student intranet.

Opiskelijan ajankäyttö ja kuormitus

Due to the special nature of grading logic with is based on the completed number of modules (see details further below), the total amount of effort per student may vary substantially. As a rule of thumb, modules 1 and 2 requires more effort than rest of the modules. Notice that for the intervention assignment in module 4 you may need to plan several days or weeks to be completed properly.