Study Guide

Objective

The student understands the significance of research and development activity as part of today’s professional expertise in tourism. He/she comprehends the objectives set for a thesis project of the Bachelor of Hospitality Management. The student is familiar with the basic research methods. He/she knows how to take a critical and analytical approach towards research materials and results which are supported by a proper theoretical background.

The student has advanced professional and academic English communication skills. He/she can develop the impact, performance and effectiveness of his/her written and oral communication skills to meet the requirements of the working life. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Content

• Basics of qualitative and quantitative research methods
• Critical retrieval, use, assessment and applications of information from various sources e.g. electronic databases
• Basics of documentation of the thesis process (thesis project plan, thesis report, opponent’s report)
• Lapland UAS referencing
• Lapland UAS thesis template
• Communication styles (incl. academic writing)
• Oral and written presentations

Location and time

At Rantavitikka Campus
In-class teaching
During weeks 40- 47

Materials

• Lapland UAS thesis guide


• Book: Methods for Development Work - New kinds of competencies in business operations by
  
  Teemu Moilanen, Katri Ojasalo, Jarmo Ritalahti


• Lecture handouts and other learning material available on Moodle

Teaching methods

lectures and class exercises, tasks (report polishing, information retrieval, opponent work and 2 exams (one open-book Moodle exam and one EXAM test on research methods)

Employer connections

Practical case studies from the tourism industry.

Exam schedules

Exams during the week 47

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has some knowledge of the basic research methods and knows how to apply them in his/her assignments. He/she has some challenges with a critical and analytical approach towards his/her own materials.

The student has some challenges in his/her professional and academic English communication skills. He/she knows at a basic level how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is mostly able to choose the right communication style depending on different communication channels, situations or target groups. He/she has challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Poor (1)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has only some knowledge of the basic research methods and knows in theory how to apply them in his/her assignments. He/she has major challenges with a critical and analytical approach towards his/her own materials.

The professional and academic English communication skills of the student are at a low level. He/she has challenges with developing the impact, performance and effectiveness of his/her written and oral communication skills. The student has difficulties in choosing the right communication style depending on different communication channels, situations or target groups. He/she has major challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has very good knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has a very good critical and analytical approach towards his/her own materials.

The student has fluent professional and academic English communication skills. He/she knows very well how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Good (3)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has good knowledge of the basic research methods and is able to apply them in his/her assignments. He/she has a critical and analytical approach towards his/her own materials.

The student has good professional and academic English communication skills. He/she knows how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment criteria, excellent (5)

Excellent (5)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has advanced knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has an excellent critical and analytical approach towards his/her own materials.

The student has excellent professional and academic English communication skills. He/she shows expertise in developing the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment methods and criteria

These are the general assessment criteria.

Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)

The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory (2)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has some knowledge of the basic research methods and knows how to apply them in his/her assignments. He/she has some challenges with a critical and analytical approach towards his/her own materials.
The student has some challenges in his/her professional and academic English communication skills. He/she knows at a basic level how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is mostly able to choose the right communication style depending on different communication channels, situations or target groups. He/she has challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Poor (1)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has only some knowledge of the basic research methods and knows in theory how to apply them in his/her assignments. He/she has major challenges with a critical and analytical approach towards his/her own materials.
The professional and academic English communication skills of the student are at a low level. He/she has challenges with developing the impact, performance and effectiveness of his/her written and oral communication skills. The student has difficulties in choosing the right communication style depending on different communication channels, situations or target groups. He/she has major challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment criteria, good (3-4)

Very good (4)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has very good knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has a very good critical and analytical approach towards his/her own materials.
The student has fluent professional and academic English communication skills. He/she knows very well how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Good (3)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has good knowledge of the basic research methods and is able to apply them in his/her assignments. He/she has a critical and analytical approach towards his/her own materials.
The student has good professional and academic English communication skills. He/she knows how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment criteria, excellent (5)

Excellent (5)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has advanced knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has an excellent critical and analytical approach towards his/her own materials.

The student has excellent professional and academic English communication skills. He/she shows expertise in developing the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Objective

The student gets familiar with different types of tourism products and the basics of customer experiences. In addition, he/she understands the concepts of services and meaningful nature-based luxury experiences and is able to distinguish differences between services and meaningful experiences in tourism. The student is able to design different types of tourism services and meaningful experiences by utilising basic design tools.

Content

• Versatile tourism products and related customer experiences
• Introduction to service and meaningful experience design
• Various models of services and meaningful experiences in tourism
• Meaningful nature-based luxury experiences
• Virtual experiences
• Development of Christmas tourism in Rovaniemi – the Hometown of Santa Claus
• Designing and implementing meaningful experiences (project)
• hospitality and hostmanship
• customers’ cultural background and multicultural communication
• design tools, such as customer persona and customer journey

Location and time

Autumn 2024, Rovaniemi.

Materials

Blomme, R. & Melissen, F. 2014. Hospitality experience: An introduction to hospitality management. Houten, The Netherlands: Noordhoff Uitgevers Groningen.

Pine II, B.J. & Gilmore, J. H. 2013. The experience economy: past, present and future.

To be fully announced in the beginning of the study unit.

Teaching methods

Lectures, group work, study trip, written assignment.

Employer connections

Guest lecturer/s and/or alumni visitor/s.

Exam schedules

To be fully announced in the beginning of the study unit.

International connections

International group of students. Cooperation with other international student groups and alumni network.

Completion alternatives

To be fully announced in the beginning of the study unit.

Content scheduling

• Versatile tourism products and related customer experiences
• Introduction to service and meaningful experience design
• Various models of services and meaningful experiences in tourism
• Meaningful nature-based luxury experiences
• Virtual experiences
• Development of Christmas tourism in Rovaniemi – the Hometown of Santa Claus
• Designing and implementing meaningful experiences (project)
• hospitality and hostmanship
• customers’ cultural background and multicultural communication
• design tools, such as customer persona and customer journey

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of different types of tourism products and customer experiences. He/she knows somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools on a satisfactory level. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has vague knowledge of tourism products and customer experiences. He/she understands somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools with guidance. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of different types of tourism products and customer experiences very well. In addition, he/she understands concepts of services and meaningful experiences well. The student is able to design meaningful experiences by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising the basic design tools. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences very well. The student is able to design meaningful experiences successfully by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Written Assignment 50 %
Experience Project 50 %
Active participation pass/fail

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has vague knowledge of tourism products and customer experiences. He/she understands somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools with guidance. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has satisfactory knowledge of different types of tourism products and customer experiences. He/she knows somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools on a satisfactory level. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student has good knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising the basic design tools. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student has very good knowledge of different types of tourism products and customer experiences very well. In addition, he/she understands concepts of services and meaningful experiences well. The student is able to design meaningful experiences by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences very well. The student is able to design meaningful experiences successfully by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Objective

Responsible Destination Management
International Destination Experience Project (project)
The student has a holistic view of the competitive destination management and its complexity due to globalisation. He/she can distinguish, analyse and evaluate success factors and challenges related to managing destinations and destination experiences according to the principles of the responsible tourism business.

Content

Tieto puuttuu

Location and time

This is fully online study unit, and it can be studied anywhere. However, there is an introduction to each section and tutoring available each week during the study period.

Materials

The required learning material is introduced separately in each section. However, the student may utilise for example the additional materials: 

WTO (2007). A Practical Guide to Tourism Destination Management.

Wang, Y., Pizam, A. & Breiter, D. (2011). Destination Marketing and Management: Theories and Applications. CAB International

Teaching methods

This study unit on Developing Destination Experience is divided into 5 sections, each covering a combination of topics related to destination management. All (5) sections are fully online.

All of the learning materials in each section are either pre-recorded lectures, and/or academic journal articles and/or other learning materials that include case studies from the tourism sector.

The student can continue on in the study unit by finishing the five sections in the predetermined order.

Assignments incl. quick quizzes and other small-scale assignments are integrated into the versatile learning materials in each section.

There are no separate eExams at the end of the study unit. However, the student is required to complete a self-evaluation of one´s own learning process after completing the five sections included in the study unit

Employer connections

Recorded lectures from visiting lecturers from the tourism industry

Exam schedules

Assignments incl. quick quizzes and other small-scale assignments and the analytical final paper are integrated into the versatile learning materials in each section of the study unit.

The student can continue on in the study unit by finishing the five sections in the predetermined order within the given study period.

There are no separate eExams at the end of the study unit

International connections

The learning material includes also international visiting lecturers whose lectures have been pre-recorded

Content scheduling

The study unit is divided into five sections each covering a combination of topics related to developing destination experiences.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Fail (0)
The student does not complete the assignments according to instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Poor (1)
The student has very basic knowledge of concepts, success factors and challenges of the competitive destination management. The student has got very little understanding on how to take into consideration the core issues of managing destinations and destination experiences in a sustainable way. He/she has a lot of difficulties in applying them in practical learning assignments. The student participates in the contact lessons only occasionally and he/she does not have enough analytical, reflective and critical approach in his/her activities. Not all the assignments are performed according to the instructions.

Satisfactory (2)
The student has basic knowledge of concepts, success factors and challenges of the competitive destination management. The student has got vague understanding on how to take into consideration the core issues of managing destinations and destination experiences in a sustainable way e.g. strategies and foresight, multi-stakeholder collaboration, integrated quality management, branding and marketing, product development, safety and risk management. He/she has difficulties to apply them in practical learning assignments. The student participates in the contact lessons only occasionally and he/she does not have enough analytical, reflective and critical approach in his/her activities. Not all the assignments are performed according to the instructions.

Assessment criteria, good (3)

Good (3)
The student has rather good knowledge of concepts, success factors and challenges of the competitive destination management. The student understands mostly how to take into consideration the core issues of managing destinations and destination experiences in a sustainable way e.g. strategies and foresight, multi-stakeholder collaboration, integrated quality management, branding and marketing, product development, safety and risk management when co-creating competitive and memorable destination experiences. He/she is able to apply them mostly in practical learning assignments. The student participates in the contact lessons quite actively and shows analytical, reflective and critical approach in most his/her activities. Most of the assignments are performed mostly according to the instructions.

Very good (4)
The student has good knowledge of concepts, success factors and challenges of the competitive destination management. The student understands how to take into consideration the core issues of managing destinations and destination experiences in a sustainable way e.g. strategies and foresight, multi-stakeholder collaboration, integrated quality management, branding and marketing, product development, safety and risk management when co-creating competitive and memorable destination experiences. He/she is able to apply them mostly in practical learning assignments. The student participates in the contact lessons quite actively and shows analytical, reflective and critical approach in most his/her activities. All the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound and excellent knowledge of concepts, success factors and challenges of the competitive destination management. The student understands how to take into consideration the core issues of managing destinations in a sustainable way e.g. strategies and foresight, multi-stakeholder collaboration, integrated quality management, branding and marketing, product development, safety and risk management when co-creating competitive and memorable destination experiences. She/he is able to apply them fully in practical learning assignments. The student participates in the contact lessons actively and shows analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions.

Assessment methods and criteria

The student´s learning process in the study unit consists of recorded lectures and related quick quizzes and a written essay in each five sections and lastly a self-evaluation of one´s own learning process.

The student studies the contents of the five sections individually in the predetermined order within the given study period.

Quick quizzes in each five sections are assessed by using a scale of Pass or Fail. The small-scale essays in sections 1 to 4 are commented by two peer students and assessed by the teacher by using a scale of (0) 1 to 5, and each of them contributes 10% to the overall grade of the study unit. The last section 5 consists of a longer analytical essay, which is assessed only by the teacher by using a scale of (0) 1 to 5 and which contributes 60 % to the overall grade of the study unit.

After completing studying the contents of the five sections, the student is required to write a self-evaluation of one´s own learning process. This final assignment is assessed by using a scale of Pass or Fail.

The responsible use of AI and references is taken into account in assessing the small-scale essays as well as the final paper. The weighting factor of the responsible use of AI and references varies 20 - 33% of the grade. Turnitin plagiarism programme is used in all written assignments.

Assessment criteria, fail (0)

Fail (0):
Student has failed to perform quick quizzes and other small-scale assignments in each section and in addition, he/she has not performed the in-class group work nor the self-evaluation in the end of the study unit according to instructions.

Assessment criteria, satisfactory (1-2)

Satisfactory (1-2):
Student has a satisfactory command of developing destination management related knowledge (DMO, strategic and quality planning, branding, marketing, digitalisation, experience design, PPP and competitiveness). Student has performed all the required learning activities, but shows very little analytical, reflective and critical approach in them.

Assessment criteria, good (3-4)

Good (3-4):
Student has a good command of developing destination management related knowledge (DMO, strategic and quality planning, branding, marketing, digitalisation, experience design, PPP and competitiveness). Student has performed all the required learning activities, and shows somewhat analytical, reflective and critical approach in most of them.

Assessment criteria, excellent (5)

Excellent (5):
Student has an excellent command of developing destination management related core knowledge (DMO, strategic and quality planning, branding, marketing, digitalisation, experience design, PPP and competitiveness). Student has performed all the required learning activities, and shows analytical, reflective and critical approach in all of them.

Qualifications

NULL

Objective

The student knows the principles of digital marketing and branding. The student understands various concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. He/she knows the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. The student understands the concepts of customer relationship management (CRM), the responsible digital marketing and branding, as well as legal perspectives of digital marketing.

Content

• Basics of digital marketing
• Basics of branding (brand identity, branding process, brand management)
• Service-dominant logic (SDL), value creation and value co-creation in digital marketing
• Consumer behaviour in digital marketing
• Digital marketing planning
• Digital marketing tools and channels
• Customer relationship management (CRM)
• Responsible digital marketing and branding
• Legal perspectives of digital marketing (GDPR, IPR)
• Cases: platform economy

Teaching methods

Theory lessons, workshops, exam

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student knows somehow the principles of digital marketing and branding. He/she is aware of the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and knows some trends of consumer behaviour in digital marketing. The student understands somehow the role of strategic digital marketing planning in a company and different digital marketing tools and channels. He/she knows some marketing tools and is somewhat aware of the significance of digital environment in marketing. The student is aware of the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student knows only some principles of digital marketing and branding. The student understands only somehow the role of strategic digital marketing planning in a company. He/she knows only some marketing tools and is only somewhat aware of the significance of digital environment in marketing. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student knows well the principles of digital marketing and branding. He/she understands clearly the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. The student understands well the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. He/she knows different marketing tools and is aware of the significance of digital environment in marketing. The student understands well the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student knows the principles of digital marketing and branding. He/she understands the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. The student understands the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. He/she knows different marketing tools and is aware of the significance of digital environment in marketing. The student understands the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student knows the principles of digital marketing and branding at an excellent level. He/she understands holistically the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. The student understands very well the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. He/she knows different marketing tools and is well aware of the significance of digital environment in marketing. The student understands very well the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. All the assignments are performed according to the instructions and deadlines.

Objective

The objective of the study unit is to give the student knowledge on multi-stakeholder events by using different experience design methods. The student participates in an event, in which he/she is able to deepen his/her service and experience design skills in collaboration with a multi-stakeholder network of an event. In the co-designing process of an event, he/she will apply various service and experience design tools in an innovative way. In addition, the student is able to utilise stakeholder thinking and co-creation methodology as well as collaborative methods in theory and practice.

Content

• Deepening the knowledge of service and experience design in the context of a multi-stakeholder event
• Stakeholder thinking in a practical manner during meetings and fieldwork in an event
• Co-creation methodology in a multi-stakeholder event
• Collaboration methods in theory and practice
• Innovation techniques in co-designing an event
• Getting to know creative companies within creative economy as part of an event

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of service and experience design in the context of a multi-stakeholder event. The student knows somehow how to utilise co-creation methodology in a multi-stakeholder event and knows some collaboration methods. He/she knows some innovation techniques in co-designing an event. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has only some knowledge of service and experience design in the context of a multi-stakeholder event. The student knows vaguely co-creation methodologies in a multi-stakeholder event and knows only some collaboration methods. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of service and experience design in the context of a multi-stakeholder event. The student knows very well how to utilise co-creation methodology in a multi-stakeholder event and is able to apply various collaboration methods in theory and practice. He/she applies innovation techniques in co-designing an event at a very good level. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of service and experience design in the context of a multi-stakeholder event. The student knows well how to utilise co-creation methodology in a multi-stakeholder event and is able to apply collaboration methods in theory and practice. He/she applies innovation techniques in co-designing an event. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has extensive knowledge of service and experience design in the context of a multi-stakeholder event. The student knows very well how to utilise co-creation methodology in a multi-stakeholder event and is able to apply various collaboration methods in theory and practice. He/she applies innovation techniques in co-designing an event at an excellent level. All the assignments are performed according to the instructions and deadlines.

Objective

The student understands various theoretical approaches to the innovation of high-end destination experiences in tourism. He/she applies the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student takes the significant elements like sustainability, authenticity and storytelling as well as digitalisation into account in the Design Thinking process. He/she learns special features of sustainable pricing of high-end tourism experiences.

Content

• Versatile theoretical and practical approaches to high-end tourism (“luxury tourism”) with case studies
• Design Thinking process
• Designing staged/choreographed/acted high-end experiences in theory and practice
• Sustainability in high-end tourism
• Storytelling, storification and storyscaping in high-end tourism
• Authenticity in high-end tourism
• Digitalization of high-end tourism
• Design tools e.g.
o Design Brief
o Empathised customer personas
o Creative innovation techniques for idea generation
o Design Criteria
o Experience Canvas
o Experiential Journey
o Prototyping and Napkin Pitch
• Mapping sustainable prices for high-end tourism experience products

Location and time

Late Feb/March-April 2025. The Practical Journey: The intensive week in Rovaniemi (21-28.4.2025) and in Kempten UAS, Germany during 21-28.4.2025 + travelling days.

Materials

Brown, T. (2008). Design Thinking. Harvard Business Review. Fesenmaier, D. R. & Xiang, Z.: Design Science in Tourism. Foundations of Destination Management, Springer

Gardiner, S., & Scott, N. (2018). Destination Innovation Matrix: A framework for new tourism experience and market development. Journal of Destination Marketing & Management 10, p. 122–131.

Jernsand, E., Kraff, H. & Mossberg, L. (2015) Tourism Experience Innovation Through Design. Scandinavian Journal of Hospitality and Tourism. Vol. 15, Supplement 1, 98–119

Magadán, M., & Rivas, J. (2018). Innovation, Creativity and Tourism. The Emerald Handbook of Entrepreneurship in Tourism, Travel and Hospitality, 71–88. https://doi.org/10.1108/978-1-78743-529-220181030

Plattner, H, Meinel, C. & Leifer, L. (Eds.) (2016). Design Thinking Research. Taking Breakthrough Innovation Home. Springer

Teaching methods

The study unit is divided in three parts and implemented in cooperation with Kempten and Breda UAS.
1. Theoretical Journey: March till April 2025 incl. reading,online lectures and assignments e.g. online Moodle eExams/quizzes
2. Practical Journey: international intensive study week 5-6 days (excluding the travelling days) in Kempten UAS or Rovaniemi UAS. Design Thinking process with multiple methods, versatile assignments, workshops, groupwork based on a local case study from the working life.
3. Reflective Journey: Final reporting and self- and peer reflectiondeadline after the intensive study week.

Employer connections

Cooperation with Kempten and Breda UAS, multicultural cooperation and intensive study week together. Local case study from the working life.

Exam schedules

To be informed later.

International connections

Cooperation with Kempten and Breda UAS, multicultural cooperation and intensive study week together. Local case study from the working life.

Completion alternatives

In Rovaniemi or in Kempten UAS (the intensive study week in April 2025) other alternatives to be informed later.

Content scheduling

The study unit is divided in three parts and implemented in cooperation with Kempten and Breda UAS.
1. Theoretical Journey: March till April 2025 incl. reading and assignments e.g. online Moodle eExams/tests
2. Practical Journey: international intensive study week 5-6 days (excluding the travelling days) in Kempten UAS or Rovaniemi UAS. Exact dates informed later but as soon as possible. (see: place and time section)
3. Reflective Journey, deadline after the intensive study week

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.

Poor (1)
The student understands only some approaches to high-end experiences in tourism. He/she knows only vaguely the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows only few design tools. The student understands only partly the meaning of elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows only superficially some features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student understands some theoretical approaches to high-end experiences in tourism. He/she knows the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows some design tools. The student understands somehow the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows some special features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3)

Good (3)
The student understands many theoretical approaches to high-end experiences in tourism. He/she is able to well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and takes them into account in the design process. He/she knows well the special features of sustainable pricing of high-end tourism experiences. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student understands very well various theoretical approaches to high-end experiences in tourism. He/she is able to very well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them very well into account in the design process. He/she knows very well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student understands various theoretical approaches to high-end experiences in tourism at an excellent level. He/she is able to fully apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them into account in the design process in a mature way. He/she knows particularly well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student understands only some approaches to high-end experiences in tourism. He/she knows only vaguely the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows only few design tools. The student understands only partly the meaning of elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows only superficially some features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student understands some theoretical approaches to high-end experiences in tourism. He/she knows the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows some design tools. The student understands somehow the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows some special features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student understands many theoretical approaches to high-end experiences in tourism. He/she is able to well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and takes them into account in the design process. He/she knows well the special features of sustainable pricing of high-end tourism experiences. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student understands very well various theoretical approaches to high-end experiences in tourism. He/she is able to very well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them very well into account in the design process. He/she knows very well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

The student understands various theoretical approaches to high-end experiences in tourism at an excellent level. He/she is able to fully apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them into account in the design process in a mature way. He/she knows particularly well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Objective

Responsible Destination Management
International Destination Experience Project (project)
The student participates in a group project related to a destination experience development task within the Barents Region or northern Europe. The study unit is project-based, multicultural and international in nature. Participation requires pre-studies and/or previous knowledge on destination management related issues (e.g. Developing Destination Experiences study).

Content

Student
- familiarizes him/herself with the regional tourism destination in question
- identifies existing challenges and opportunities associated with the development of tourism in the regional tourism destination in question
- identifies and evaluates the critical success factors for (cross-border) cooperation
- has an understanding of the destination visitor experience and its relationship to destination branding initiatives
- develops a thematic task in close collaboration with entrepreneurs and other stakeholders in the regional tourism destination in question
Participation requires pre-studies and/or previous knowledge on destination management related issues (e.g. Developing Destination Experiences study unit part).

Location and time

The destination is determined based on the commission.

Materials

The learning material is given in the beginning of the study unit as the contents depend on the commission.

Teaching methods

The study unit consists of three parts:
1. Theoretical Journey which is related to studying theoretical topics related to commission, which varies yearly basis.
2. Practical Journey which is implemented as an intensive course or a study tour
3. Reflective Journey which is for documenting and analysing the experiences during the Practical Journey

Employer connections

The study unit has a commission from tourism industry.

Exam schedules

There is no exam.

International connections

The study unit is connected to an international partner school and/or project.

Completion alternatives

The study unit can be substituted with a similar type of practical project or similar.

Further information

The implementation of the study unit requires travelling and therefore students need to co-finance a part of the expenses. The usual amount of co-financing has been 50 - 100 € depending on the destination and the commission.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Fail (0)
The student does not complete the assignments according to instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Poor (1)
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Only few assignments are performed according to the instructions.

Satisfactory (2)
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Most of the assignments are performed according to the instructions.

Assessment criteria, good (3)

Good (3)
The student has good knowledge of the of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. Most of the assignments are performed according to the instructions.

Very good (4)
The student has good knowledge of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. All the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent (5)

The student has profound and excellent knowledge of the chosen tourism destination. The student knows how to take into consideration all the relevant issues when developing a destination experiences in the chosen tourism destination. The student participates in the study trip, performs actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in all his/her project and team work related activities. All the assignments are performed according to the instructions.

Assessment criteria, fail (0)

The student does not complete the assignments according to instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory 2
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Most of the assignments are performed according to the instructions.

Poor 1
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Only few assignments are performed according to the instructions.

Assessment criteria, good (3-4)

Good 4
The student has good knowledge of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. All the assignments are performed according to the instructions.

Good 3
The student has good knowledge of the of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. Most of the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent 5
The student has profound and excellent knowledge of the chosen tourism destination. The student knows how to take into consideration all the relevant issues when developing a destination experiences in the chosen tourism destination. The student participates in the study trip, performs actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in all his/her project and team work related activities. All the assignments are performed according to the instructions.

Qualifications

NULL

Objective

The student develops his/her knowledge and understanding of climate change and importance of biodiversity at a global and local level. The student also understands trends of nature tourism and nature’s role in wellbeing. He/she is able to critically evaluate tourism’s impact on climate change and biodiversity and is able to evaluate products or services that take both aspects into consideration.

Content

• Climate change
• Biodiversity
• Trends in nature tourism
• Nature and wellbeing
• Impact of tourism on climate change and biodiversity
• Evaluating tourism products which have taken into consideration climate change and biodiversity
• Future challenges in tourism related to climate change and biodiversity
• Adaptation and mitigation strategies

Location and time

The course will be organised on Rovaniemi campus in 2024 during weeks 36-43. There will be recorded lectures online and group discussion on campus.

Materials

The material and literature will be handed in the beginning of the course.

Teaching methods

Lectures
Online recorded lectures
Independent knowledge acquisition activities
Individual Assignments
Group discussions
Group assignments
Exams

Content scheduling

20 hours of group discussions
12 hours of online lectures
97 hours of independent work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student understands how climate change and biodiversity impact the planet and the tourism industry. He/she is able to apply the knowledge that can be used to enhance tourism operators’ ecological sustainability and use nature as a form of wellbeing. The student understands the basic concepts and tools of climate change and biodiversity and is able to apply them in the tourism field. The student understands his/her own actions in ecological wellbeing of the planet. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student understands how climate change and biodiversity impact the planet and the tourism industry. The student understands the basic tools that can be used to tackle the climate change and loss of biodiversity, especially in the tourism field. The student has a limited understanding of his/her own actions in ecological wellbeing of the planet. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to evaluate how climate change and biodiversity impacts the tourism sector and is able to choose, defend and critique tools and methods that can be used to tackle the climate change and biodiversity loss, especially from the perspective of the tourism sector. He/she is able to critically evaluate nature’s role as a form of wellbeing. The student has a very good understanding of his/her own actions in ecological wellbeing of the planet. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how climate change and biodiversity impacts the tourism sector. He/she is able to analyse and compare different methods that can be used to enhance tourism operators’ ecological sustainability. The student is able to analyse concepts and tools of climate change and biodiversity and is able to choose and apply the most suitable ones in the tourism field. The student is able to analyse how nature can be used as a form of wellbeing. The student has a good understanding of his/her own actions in ecological wellbeing of the planet. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to investigate how climate change and biodiversity impacts the tourism sector and is able to choose, defend and critique tools and methods that can be used to tackle the climate change and biodiversity loss, especially from the perspective of the tourism sector. The student is able to utilize concepts and tools of climate change and biodiversity management to create new and innovative ways how nature can be utilized in creating wellbeing sustainably. The student has an excellent understanding of his/her own actions in ecological wellbeing of the planet. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows the key principles of financial analysis in the field of tourism and hospitality. He/she knows the significance of revenue management in tourism and is able to compile detailed budgets. He/she understands the importance of financial analysis in the field of tourism and will be able to use Excel. The student understands investment and financing details in the decision-making process. He/she understands the importance of financial decision making in the management process. He/she is able to make a small written financial analysis of a tourism and hospitality company. He/she knows the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects.

Content

• Revenue management in tourism
• Detailed profitability analysis
• Liquidity analysis
• Growth rates
• Leverage analysis and forecasting
• Advanced budgeting and Excel
• Investments and financing
• Financial decision-making and management
• Sustainable Finance and Investment (ESG) in tourism

Location and time

This starts at week 36 and it ends at the end of week 43.
Lectures are organised in classrooms.

Materials

The course materials are introduced the Moodle.

Teaching methods

The implementation of the course progresses gradually in a classroom format. The implementation emphasizes self-directed and active learning (flipped classroom). The course includes familiarization with learning materials and source materials, independent exercises and learning tasks, and collaboration.

Exam schedules

The eExam is during the weeks 38 to week 40.
The group assignment is due by the end of week 41 and the individual assignment is due at the end of week 43.

Content scheduling

• Revenue management in tourism
• Detailed profitability analysis
• Liquidity analysis
• Growth rates
• Leverage analysis and forecasting
• Advanced budgeting and Excel
• Investments and financing
• Financial decision-making and management
• Sustainable Finance and Investment (ESG) in tourism

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to identify the key principles of financial analysis and well as the significance of revenue management. He/she is able to make detailed budgets. He/she understand the importance of financial analysis and is able to use Excel in basic calculations. The student understands investment and financing details in the decision-making process and is able to make basic calculations. He/she can identify the importance of financial decision-making in the management process. He/she is able to make a small written financial analysis of a tourism and hospitality company. He/she can explain the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student knows the key principles of financial analysis in the field of tourism and hospitality. He/she knows the significance of revenue management in tourism and is able to compile detailed budgets with assistance. He/she understands the importance of financial analysis and is able to use Excel in basic calculations with assistance. The student understands investment and financing details in the decision-making process and is able to make basic calculations with assistance. He/she understands the importance of financial decision-making in the management process. He/she is able to make a small written financial analysis of a tourism and hospitality company with assistance. He/she knows the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to make calculations and evaluate the results related to different types of analysis, budgeting and revenue management by using Excel. He/she can analyse the choices made for the calculations made. He/she can implement calculations in the case provided. He/she is able to make a small written financial analysis of a tourism and hospitality company and give development ideas. The student can evaluate the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to make calculations and compare the results related to different types of analysis, budgeting and revenue management by using Excel. He/she can compare the choices made for the calculations. He/she can implement the calculations with assistance in the case provided. He/she is able to make a small written financial analysis of a tourism and hospitality company and compare the result. The student can see the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to make calculations and critically evaluate the results related to different types of analysis, budgeting and revenue management by using Excel. He/she can analyse and justify the choices made for the calculations. He/she can implement and analyse calculations in the case provided. He/she is able to make a small written financial analysis of a tourism and hospitality company and give development ideas and/or critically evaluate the results. The student can critically evaluate the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Independent and group tasks and peer feedback in the Moodle - Individual learning task: analysis of company's financial statements and eExam.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory (2)
The student is able to identify the key principles of financial analysis and well as the significance of revenue management. He/she is able to make detailed budgets. He/she understand the importance of financial analysis and is able to use Excel in basic calculations. The student understands investment and financing details in the decision-making process and is able to make basic calculations. He/she can identify the importance of financial decision-making in the management process. He/she is able to make a small written financial analysis of a tourism and hospitality company. He/she can explain the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student knows the key principles of financial analysis in the field of tourism and hospitality. He/she knows the significance of revenue management in tourism and is able to compile detailed budgets with assistance. He/she understands the importance of financial analysis and is able to use Excel in basic calculations with assistance. The student understands investment and financing details in the decision-making process and is able to make basic calculations with assistance. He/she understands the importance of financial decision-making in the management process. He/she is able to make a small written financial analysis of a tourism and hospitality company with assistance. He/she knows the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Very good (4)
The student is able to make calculations and evaluate the results related to different types of analysis, budgeting and revenue management by using Excel. He/she can analyse the choices made for the calculations made. He/she can implement calculations in the case provided. He/she is able to make a small written financial analysis of a tourism and hospitality company and give development ideas. The student can evaluate the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to make calculations and compare the results related to different types of analysis, budgeting and revenue management by using Excel. He/she can compare the choices made for the calculations. He/she can implement the calculations with assistance in the case provided. He/she is able to make a small written financial analysis of a tourism and hospitality company and compare the result. The student can see the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to make calculations and critically evaluate the results related to different types of analysis, budgeting and revenue management by using Excel. He/she can analyse and justify the choices made for the calculations. He/she can implement and analyse calculations in the case provided. He/she is able to make a small written financial analysis of a tourism and hospitality company and give development ideas and/or critically evaluate the results. The student can critically evaluate the importance of Sustainable Finance and Investment (ESG) related to management accounting aspects. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows the principles of customer-oriented marketing, service-dominant logic and modern marketing thinking. He/she knows the role of marketing in a company. The student understands target group thinking and factors influencing consumer behaviour. He/she understands the role of strategic marketing planning as a success factor of a company. He/she knows different marketing tools and the significance of digital environment in marketing. The student understands responsible marketing practices.

Content

• Marketing thinking
• Service-dominant logic (SDL)
• Consumer behaviour
• Basics of strategic marketing planning
• Traditional and digital marketing tools and channels
• Marketing communication
• Responsible marketing

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student knows somehow the principles of customer-oriented marketing, He/she understands somehow the role of marketing in a company. The student understands somehow the target group thinking and the very basics of strategic marketing planning. He/she knows some marketing tools. The student understands somehow the importance of responsible marketing practices. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student does not have a proper understanding of the principles of marketing. He/she understands only somehow the role of marketing in a company. The student understands the target group thinking and some basics issues of marketing planning. He/she knows a few marketing tools. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student knows very well the principles of customer-oriented marketing, service-dominant logic and the modern marketing thinking. He/she understands clearly the role of marketing in a company and the concepts of value creation and value co-creation. The student understands well the target group thinking and the basics of strategic marketing planning. He/she knows very well different marketing tools and the digital environment in marketing. The student understands well the importance of responsible marketing practices. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student knows well the principles of customer-oriented marketing, service-dominant logic and the modern marketing thinking. He/she understands the role of marketing in a company and the concepts of value creation and value co-creation. The student understands the target group thinking and the basics of strategic marketing planning. He/she knows well different marketing tools and the digital environment in marketing. The student understands the importance of responsible marketing practices. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student knows the principles of customer-oriented marketing, service-dominant logic and the modern marketing thinking at an excellent level. He/she understands holistically the role of marketing in a company. The student understands very well the target group thinking and the basics of strategic marketing planning. He/she knows different marketing tools and is very well aware of the significance of digital environment in marketing. The student understands very well the importance of responsible marketing practices. All the assignments are performed according to the instructions and deadlines.

Objective

The student creates a strategic marketing plan and carries out a marketing project for a commissioner. He/she learns to create marketing content to a certain target group and to use different digital marketing tools in practice. The student also learns to apply responsible marketing practices and evaluate the results of the project.

Content

• Marketing planning and implementation of a marketing plan
• Digital marketing tools and channels
• Content marketing and storytelling
• Budgeting
• Analysing the results of the marketing project
• Responsible digital marketing and branding
• Legal perspectives of digital marketing (GDPR, IPR)

Location and time

Spring 2025
3.2.-4.4.2025

Materials

Chaffey, D., & Smith, PR (2017). Digital Marketing Excellence (5 th ed.). Routledge

 

Teaching methods

Workshops, a field trip to meet the commissioner, project guiding, presentations

Employer connections

Project work will be conducted in cooperation with the tourism industry in Lapland.

Exam schedules

No exam

International connections

Students will work in a multicultural groups.

Completion alternatives

Project work based on the implementation plan and timetable of the study unit.

Content scheduling

Project work

Further information

Students should have completed the study unit Digital marketing and branding or some other marketing course.
For the project work it is important to take part on the first lecture where the project is kicked off.
During the study unit there is a one day study trip which is mandatory for the students to participate.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner with guidance. He/she is able to create some marketing content and to use some digital marketing tools in practice. The student is aware of responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to create a very good strategic marketing plan and carry out a creative marketing project for a commissioner. He/she is able to create very good marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to create a good strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create good marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to create an excellent strategic marketing plan and carry out an innovative marketing project for a commissioner. He/she is able to create innovative and creative marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

0-5

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required

Assessment criteria, satisfactory (1-2)

Poor (1)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner with guidance. He/she is able to create some marketing content and to use some digital marketing tools in practice. The student is aware of responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student is able to create a good strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create good marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to create a very good strategic marketing plan and carry out a creative marketing project for a commissioner. He/she is able to create very good marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to create an excellent strategic marketing plan and carry out an innovative marketing project for a commissioner. He/she is able to create innovative and creative marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Objective

The student is able to distinguish HRM as a function in an organization as well as the tasks and aims of HRM. He/she is able to distinguish the role of leadership in an organisation and understands leadership skills in different situations. He/she is able to act as a superior/supervisor in the tourism related SMEs.

The student knows the importance of employee wellbeing and positive employee experience as a success factor in the field of tourism and hospitality. The student is familiar with the essential labour legislation and knows the main collective labour agreements which concern the tourism field. The student understands the labour law and employment contract issues related to the tourism field. The student knows e.g. staff planning, staff acquisition, induction training processes and he/she knows how to use HRM-related ICT tools in practice.

The student understands the importance of networking and partnerships at a business and individual level. The student is familiar with various aspects of the Finnish working culture.

Content

• HRM as a function
• Tasks and aims of HRM
• Leadership and leadership skills
• Employee wellbeing as a success factor
• Importance of networking and partnerships
• Labour law and employment contract issues
• Staff planning software
• Finnish work culture

Location and time

Autumn 2024
2.9.-13.10.2024

Materials

Given during the study unit

Teaching methods

Our pedagogical approach includes various pedagogical methods, such as tutorials, lectures, practical projects, case studies, and workshops, company visits and learning assignments and/or exam. Tutoring and assessment of the learning process take place throughout the study unit according to the assessment criteria.
Depending on the cooperation partners the development task and/or problem may vary on yearly basis.

Employer connections

Visiting lectures from industry or alumns.

Exam schedules

Employment and labour law cases / presentations and true false individual exam 4.10
Practical exam 8.10

International connections

Studying in an international student group.

Completion alternatives

1. According to the implementation plan
2. Identification of prior learning from work (essay)

Content scheduling

There are three parts in this study unit:
1. Human Resource Management Theory
2. Employment and labour Law
3. Maraplan

• HRM as a function
• Tasks and aims of HRM
• Leadership and leadership skills
• Employee wellbeing as a success factor
• Importance of networking and partnerships
• Labour law and employment contract issues
• Staff planning software
• Finnish work culture

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Excellent (5)
The student is able to analyse HRM as a function in a larger context. He/she can critically evaluate a suitable solution when discussing the role of leadership in an organisation. The student is able to evaluate the importance of employee wellbeing as a success factor. The student can analyse options related to labour legislation and apply the main collective labour agreements in the case at hand. The student is able to utilize staff planning software tools. He/she is able to choose and evaluate methods/tools used in staff planning, staff acquisition and the induction training processes. All the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to apply HRM as a function in a larger context. He/she can choose and analyse a suitable solution for the task at hand when discussing the role of leadership in an organisation. The student is able to analyse and identify the importance of employee wellbeing. The student can evaluate options related to labour legislation and apply the main collective labour agreements in the case at hand. The student is able to use staff planning software tools in the given context. He/she is able to choose methods/tools used in staff planning, staff acquisition and the induction training processes. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to apply HRM functions in the given context. He/she can choose a suitable solution for the task at hand when discussing the role of leadership in an organisation. The student is able to analyse the importance of employee wellbeing. The student can apply labour legislation and choose aspects of the main collective labour agreements in the case at hand. The student is able to use staff planning software tools in the given context with guidance. He/she is able to identify methods/tools used in staff planning, staff acquisition and the induction training processes. Most of the assignments are performed according to the instructions and deadlines.

Satisfactory (2)
The student is able to explain HRM as a function. He/she is able to apply tasks and aims of HRM as well as differentiate the role of leadership in an organisation. The student is able to demonstrate the importance of employee wellbeing. He/she can identify the essential labour legislation as well as collective labour agreements which concern the tourism field. The student is able to identify the labour law and employment contract issues related to the tourism field. The student is able use staff planning software tools in the given context with assistance. He/she understands methods/tools used in staff planning, staff acquisition and the induction training processes. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to identify HRM as a function and he/she knows tasks and aims of HRM. The student understands the role of leadership in an organisation. The student knows the essential labour legislation and the main collective labour agreements in the tourism field. The student is able to use staff planning software tools in the given context with a lot of assistance. He/she knows methods/tools used in staff planning, staff acquisition and the induction training processes. The student knows the importance of employee wellbeing as a success factor. He/she understands the importance of networking. The student is familiar with various aspects of the Finnish working culture. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to apply HRM as a function in a larger context. He/she can choose and analyse a suitable solution for the task at hand when discussing the role of leadership in an organisation. The student is able to analyse and identify the importance of employee wellbeing. The student can evaluate options related to labour legislation and apply the main collective labour agreements in the case at hand. The student is able to use staff planning software tools in the given context. He/she is able to choose methods/tools used in staff planning, staff acquisition and the induction training processes. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to apply HRM functions in the given context. He/she can choose a suitable solution for the task at hand when discussing the role of leadership in an organisation. The student is able to analyse the importance of employee wellbeing. The student can apply labour legislation and choose aspects of the main collective labour agreements in the case at hand. The student is able to use staff planning software tools in the given context with guidance. He/she is able to identify methods/tools used in staff planning, staff acquisition and the induction training processes. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to analyse HRM as a function in a larger context. He/she can critically evaluate a suitable solution when discussing the role of leadership in an organisation. The student is able to evaluate the importance of employee wellbeing as a success factor. The student can analyse options related to labour legislation and apply the main collective labour agreements in the case at hand. The student is able to utilize staff planning software tools. He/she is able to choose and evaluate methods/tools used in staff planning, staff acquisition and the induction training processes. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Solving labor law Case-assignments and presenting the answers 40 % + individual true / false statement exam 10%

Individual Written Assignment 50 %

Maraplan-assignment/exam is compulsory to pass.

Practical exam pass/fail

Total grade 0-5

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student is able to identify HRM as a function and he/she knows tasks and aims of HRM. The student understands the role of leadership in an organisation. The student knows the essential labour legislation and the main collective labour agreements in the tourism field. The student is able to use staff planning software tools in the given context with a lot of assistance. He/she knows methods/tools used in staff planning, staff acquisition and the induction training processes. The student knows the importance of employee wellbeing as a success factor. He/she understands the importance of networking. The student is familiar with various aspects of the Finnish working culture. The assignments are completed but not always performed according to the instructions
and deadlines.

Satisfactory (2)
The student is able to explain HRM as a function. He/she is able to apply tasks and aims of HRM as well as differentiate the role of leadership in an organisation. The student is able to demonstrate the importance of employee wellbeing. He/she can identify the essential labour legislation as well as collective labour agreements which concern the tourism field. The student is able to identify the labour law and employment contract issues related to the tourism field. The student is able use staff planning software tools in the given context with assistance. He/she understands methods/tools used in staff planning, staff acquisition and the induction training processes. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student is able to apply HRM functions in the given context. He/she can choose a suitable solution for the task at hand when discussing the role of leadership in an organisation. The student is able to analyse the importance of employee wellbeing. The student can apply labour legislation and choose aspects of the main collective labour agreements in the case at hand. The student is able to use staff planning software tools in the given context with guidance. He/she is able to identify methods/tools used in staff planning, staff acquisition and the induction training processes. Most of the assignments are performed according to the instructions and deadlines.


Very good (4)
The student is able to apply HRM as a function in a larger context. He/she can choose and analyse a suitable solution for the task at hand when discussing the role of leadership in an organisation. The student is able to analyse and identify the importance of employee wellbeing. The student can evaluate options related to labour legislation and apply the main collective labour agreements in the case at hand. The student is able to use staff planning software tools in the given context. He/she is able to choose methods/tools used in staff planning, staff acquisition and the induction training processes. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

The student is able to analyse HRM as a function in a larger context. He/she can critically evaluate a suitable solution when discussing the role of leadership in an organisation. The student is able to evaluate the importance of employee wellbeing as a success factor. The student can analyse options related to labour legislation and apply the main collective labour agreements in the case at hand. The student is able to utilize staff planning software tools. He/she is able to choose and evaluate methods/tools used in staff planning, staff acquisition and the induction training processes. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows the legal environment of a company in the field of travel and tourism and he/she knows the relevant tourism-related legislation. The student knows the basics of contract and corporate law and their meaning and role in business. He/she can retrieve and apply legal information. He/she recognizes the main legal factors, legal duties and challenges in the travel and tourism business.

Content

Basics of contract law:
• Overview of Finnish legislation and the courts of justice
• Law of the person
• Meaning, content and different types of contracts, especially in the travel and tourism field
• Contract law legislation and legal sources
• Consumer protection
• Main principles of compensation for damage

Basics of corporate law:
• Freedom of trade
• Regulation of businesses
• Establishing a company
• Company forms and their special features

Travel and tourism law:
• Overview of the relevant legislation applied in the field
• Travel service combinations regulations
• Everyman’s rights
• Basics of safety legislation
• Regulation of the marketing in tourism field (data protection, Consumer protection act, IP-rights)

• Searching and applying judicial knowledge into practice

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student shows basic-level analytical and reflective thinking and practical skills in his/her studies and work-related tasks. He/she has basic knowledge of both business as well as travel and tourism related legislation and he/she can describe it. He/she is able to find and use this legal information with assistance but cannot fully apply it. He/she recognizes the main legal factors and challenges in the travel and tourism business and can give examples of them. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has basic knowledge of both business as well as travel and tourism related legislation. He/she can retrieve and apply legal information in simple cases with assistance. He/she recognizes some legal factors and challenges in the travel and tourism business. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student shows good critical, analytical and reflective thinking and practical skills in his/her studies and work-related tasks. He/she has good knowledge of both business as well as travel and tourism related legislation. He/she is able to find relevant legal information and apply it. The student understands the meaning of legal issues in the travel tourism business and can take these legal factors into account when making decisions. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student shows critical, analytical and reflective thinking and practical skills in his/her studies and work-related tasks. The student understands both the basics of business as well as travel and tourism related legislation. He/she can retrieve and apply relevant legal information by leaning to the study materials/given instructions. The student understands the main legal factors and challenges in the travel and tourism business. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

cellent (5)
The student shows excellent critical, analytical and reflective thinking and practical skills in his/her studies and work-related tasks. He/she has excellent knowledge of both business as well as travel and tourism related legislation. He/she can efficiently and independently retrieve and apply relevant legal information in problem solving and justify decisions. The student can foresee legal challenges in the travel and tourism business. All the assignments are performed according to the instructions and deadlines.

Objective

Individual level:
The student learns and understands his/her own cultural background and its impact on daily decision making and how they interact with each other. He/she also learns a broad set of diversity dimensions and recognizes and critically evaluates His/her own stereotypes and biases towards the others. The student understands the basic concepts of cultural diversity and is able to communicate effectively in different international environments.

Organisational and team level:
The student is able to work in culturally and otherwise diverse teams and organisations. He/she is able to contribute, collaborate, communicate and debate in diverse teams and understand the needs of organizations from diversity perspectives. The student is able to deal with complexities arising from diversity related issues.

Societal level:
The student understands the impact of diversity and cultural differences at a global and national level.

Content

• Understanding and reflecting of one’s own culture and diversity
• Cross-cultural communication and central concepts
• Diversity and central concepts
• Working in diverse teams
• Solving diversity related challenges
• Understanding the role of diversity and culture on the global scene
• Cultural sensitivity
• Visitors from diverse backgrounds, e.g. Sami people, other minorities and people from different cultural backgrounds
• Work opportunities (alumni)
• Cultural and social sustainability
• Diversity of experiences

Location and time

Course will take place on Lapland UAS Rovaniemi campus from April 9th to May 2nd.

Materials

All material will be presented in the beginning of the course.

Teaching methods

Video lectures
Mini exams
Group exercises
Group presentations
Group discussions
Individual video presentations

Completion alternatives

Course is done through group presentations, discussions and group exercises so attendance is required.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Excellent (5)
The student is able to investigate how his/her own cultural background impacts the way he/she perceives the others and the world and to use this information to develop systems around diversity management. He/she is able to defend and critique his/her personal knowledge and experiences and use them to get others think and do. The student is able to utilize concepts and tools of diversity management to create new and suitable conditions in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to evaluate how his/her own cultural background impacts the way he/she perceives the others and the world. He/she
is able to defend and critique his/her personal knowledge and experiences. The student understands concepts and tools of diversity management and is able to select the most fitting ones in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how his/her own cultural background impacts the way he/she perceives the others and the world. He/she is able to analyse, compare and question his/her personal knowledge and experiences. The student is able to analyse concepts and tools of diversity management and is able to examine and choose the most fitting ones in an individual, team and company setting. Most of the assignments are performed according to the instructions and deadlines.

Satisfactory (2)
The student understands how his/her own cultural background impacts the way he/she perceives the others and the world. He/she is able to apply the knowledge in personal situations. The student understands the basic concepts and tools of diversity management and is able to apply them in a team and company setting. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student understands how his/her own cultural background impacts the way he/she perceives the others and the world. The student understands the basic concepts and tools of diversity management and how they impact companies, teams and individuals. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to evaluate how his/her own cultural background impacts the way he/she perceives the others and the world. He/she
is able to defend and critique his/her personal knowledge and experiences. The student understands concepts and tools of diversity management and is able to select the most fitting ones in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how his/her own cultural background impacts the way he/she perceives the others and the world. He/she is able to analyse, compare and question his/her personal knowledge and experiences. The student is able to analyse concepts and tools of diversity management and is able to examine and choose the most fitting ones in an individual, team and company setting. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to investigate how his/her own cultural background impacts the way he/she perceives the others and the world and to use this information to develop systems around diversity management. He/she is able to defend and critique his/her personal knowledge and experiences and use them to get others think and do. The student is able to utilize concepts and tools of diversity management to create new and suitable conditions in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Course is graded from 0-5
90-100% = grade 5
80-89% = grade 4
70-79% = grade 3
60-69% = grade 2
50-59% = grade 1
0-49% = fail

Objective

The student gets familiar with the working life and various policies of the working place which support his/her knowledge and skills. He/she gets experience of basic tasks and duties of the tourism and hospitality industry and is able to see his/her duties as part of the operations of the whole organisation. The student knows various parts of the organisation’s operations and is able to work as a member of a team. He/she adopts a positive service attitude as well as shows responsibility and initiative. He/she sees the importance of the training as part of his/her professional development and is able to set goals for it.

Content

• Training application process
• Documentation needed for recruitment
• Basic duties and tasks in the tourism and hospitality field
• Operations and tasks of the training company/organisation
• Post-documentation of the training

Completion alternatives

Skills Demonstration

Assessment criteria, approved/failed

Pass
The student is able to find the training place independently and to take care of the training process and documentation. She/he knows the objectives of the training and gets information on the operations and personnel structure of the training place. The student is able to work independently and take care of the basic tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a small-scale development plan of a task or process of the training place and implements it if it is possible.

The Training Workbook, Contract and training-related written assignments have been completed in a proper and agreed manner, and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator. All the assignments are performed and returned according to the instructions and deadlines.

Fail (0)
The student is unable to meet the requirements of the Basic Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Pass
The student is able to find the training place independently and to take care of the training process and documentation. She/he knows the objectives of the training and gets information on the operations and personnel structure of the training place. The student is able to work independently and take care of the basic tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a small-scale development plan of a task or process of the training place and implements it if it is possible.

The Training Workbook, Contract and training-related written assignments have been completed in a proper and agreed manner, and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator. All the assignments are performed and returned according to the instructions and deadlines.

Fail (0)
The student is unable to meet the requirements of the Basic Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student is unable to meet the requirements of the Basic Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.

Objective

The student develops his/her knowledge and understanding of Lapland in general and tourism in the northern region. He/she is able to take into consideration special features of local environment as well as the ones of culture and social aspects. The student is familiar with the concept of nature-based luxury tourism. He/she gets to know the specifics of the Sami culture and is able to plan and promote activities that benefit the local environment and communities as well as the wellbeing of animals and wildlife.

Content

• Environmental Citizenship in northern environment and tourism
• Concept of nature-based luxury tourism
• Northern regions and northern communities
• Sami culture and people
• Ecotourism and community-based tourism
• Special features of northern environment and nature tourism
• Wellbeing of animals and wildlife

Location and time

Course will take place on Lapland UAS Rovaniemi campus from April 9th to May 2nd.

Materials

All material will be presented in the beginning of the course.

Teaching methods

Video lectures
Mini exams
Outdoor visits
Group presentations
Group discussions

Completion alternatives

Course is done through presentations, visits and discussions so attendance is required.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student understands how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to apply the knowledge of the northern environment that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. The student understands the main concepts that can be utilized in tourism experiences. The student understands his/her own actions in reference to the local nature and culture. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student understands how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture play a role in the local tourism industry. The student understands the basic concepts that can be utilized in tourism experiences. The student has a limited understanding of his/her own actions in reference to the local nature and culture. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to evaluate how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to choose, defend and critique tools and methods that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. He/she is able to critically evaluate concepts and tools of the northern environment and is able to choose and apply the most suitable ones in the tourism field. The student has a very good understanding of his/her own actions in reference to the local nature and culture. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to analyse and compare different methods and knowledge that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. The student is able to analyse concepts and tools of the northern environment and is able to choose and apply the most suitable ones in the tourism field. The student has a good understanding of his/her own actions in reference to the local nature and culture. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to investigate how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to choose, defend and critique tools and methods that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. The student is able to utilize concepts and tools of the northern environment to create new and innovative ways to benefit local stakeholders. The student has excellent understanding of his/her own actions in reference to the local nature and culture. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Course is graded from 0-5
90-100% = grade 5
80-89% = grade 4
70-79% = grade 3
60-69% = grade 2
50-59% = grade 1
0-49% = fail

Objective

The student knows key processes and the life cycle of project management. He/she identifies key success and failure factors of the project as well as a team building process. The student learns to apply project management as a work method and is able to work in a multicultural team. The student is able to define project goals, create a project work breakdown structure, activity and plan a simple budget. He/she is able to write a small-scale project plan and execute it. The student understands how to evaluate the project. He/she knows the basic working environments and tasks in the tourism and hospitality field.

Content

• Basics of project management (skills and tools)
• Project life cycle principle and project management methods
• Project as a multicultural work environment
• Introduction to a project planning process
• Project plan and project implementation
• Project planning software, for example Trello
• English communication skills (written and oral)
• Basic tasks and work environments in the tourism and hospitality field

Location and time

Rantavitiikka campus in-class teaching and self-study, week 37-44

Materials

General

Helameri, E., Krastina, A. & Raasakka, E. (2022). EU Project Planning and Mangement Handbook. https://issuu.com/lapinamk/docs/d_13_2022_handbook 

Exam material (not exhaustive)

Dandage, R., Mantha, S. S., & Rane, S. B. (2018). Ranking the risk categories in international projects using the TOPSIS method. International Journal of Managing Projects in Business, 11(2), 317-331. Available via the LUC-FINNA search portal. Other material will be provided during the course implementation 

 

Lückmann, P. &  Färber, K. (2016). The Impact of Cultural Differences on Project Stakeholder Engagement: A Review of Case Study Research in International Project Management. Procedia Computer Science, 100,  85-94. 

https://www.sciencedirect.com/science/article/pii/S1877050916322955. 

 

Müller, R. & Turner, R.  (2010). Attitudes and leadership competences for project success. Baltic Journal of Management, 5, 307-329.  

 

Shore, B. & Cross. B. J.(2005). Exploring the role of national culture in the management of large-scale international science projects. International Journal of Project Management, 23 (1),  55-64. https://www.sciencedirect.com/science/article/pii/S0263786304000572 

 

Wells, K. N. & Kloppenborg, T. J. (2019). Project management essentials (Second edition.). Business Expert Press. Chapter 1 and 6, available via the LUC-FINNA search portal. 

 

 

Teaching methods

The learning process is organized through the project work and problem-solving process. It includes teamwork, team tasks, team tutoring, independent studies and knowledge acquisition activities.

Employer connections

-

Exam schedules

First attempt in week 44, second attempt in December 2024, third attempt in January 2025

International connections

-

Completion alternatives

Demonstration of competence (based on studies or working life)

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to determine project management tools as well as create and implement a simple project plan with assistance. He/she knows and understands how to evaluate the results of the project accomplished in the study unit at a satisfactory level. The student has satisfactory skills to work in a multicultural team. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to define project management tools as well as create and implement a simple project plan with assistance. He/she has understanding how to evaluate the project accomplished. The student has challenges with working in a multicultural team. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is very good at assessing and applying project management tools. He/she is able to create and implement a project plan with the justification required. He/she can very well evaluate the results of the project accomplished in the study unit. The student has very good skills to work in a multicultural team. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to assess and apply project management tools well. He/she can create and implement a project plan independently. He/she is able to explain the evaluation process and knows how to evaluate the results of the project accomplished in the study unit well. The student has good skills to work in a multicultural team. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to critically analyse and apply project management tools in an excellent manner. He/she is able to create and implement a project plan with the required justification based on the research results. He/she is able to analyse the results of the project accomplished in the study unit in an excellent manner. The student is remarkably skilful when working in a multicultural team. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

TEAMWORK:

Project Plan 30 %

Project idea paper 20 %

Project management software video/presentation (pass/fail)

Project result presentation (pass/fail)



INDIVIDUAL

Project example assignment 10%

Exam 40 %

Project Report + Self and peer evaluation (pass/fail)



Active participation in class can positively influence your grade.

Assessment criteria, fail (0)

The student does not complete the assignments/ requirements according to instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

Assessment criteria, satisfactory (1-2)

1: The student is able explain some project management tools and create and implement a simple project plan with significant assistance.

2: The student is able to distinguish project management tools and create and implement a simple project plan with assistance.

Assessment criteria, good (3-4)

3: The student is able to distinguish project management tools; student is able to create and implement a simple project plan independently.

4: The student is able to distinguish project management tools and give critical analysis on their use; student is able to create and implement a simple project plan independently.

Assessment criteria, excellent (5)

The student is able to critically analyse and apply project management tools. They are able to create and implement a project plan with required justification based on research results.

Objective

The student knows how to manage risks in tourism-related SMEs as part of corporate quality. He/she acquires a basic understanding on risk management and safety planning practices and is able to apply this knowledge in work situations by using safety and security network as an asset in tourism-related SMEs. He/she is aware of a safety value chain and customer safety requirements. The student is familiar with such essential concepts as danger, risk, crisis, resilience and vulnerability in the context of the tourism industry. The student learns means and methods for preparedness for different types of crisis, such as pandemics, and is aware of the basic principles of the legislation and regulatory context. Practical application and examples of best practices in carrying out risk management procedures are particularly highlighted as part of proactive operational safety management.

Content

• Building up positive safety culture
• Safety and security management as part of corporate management procedures
• Safety and security networking and value-chain thinking in risk management
• Implementation of best practices in crisis communication
• Customer safety in tourism SMEs

Location and time

Week 38: Tuesday 17.9.2024, 9:00 - 12:00, Topic: Risk management (flipped class room), strategy and risk culture, teacher: Anssi Tarkiainen
Week 39: Tuesday 24.9.2024, 9:00 - 12:00, Topic: Risk assessment (flipped class room), teacher: Anssi Tarkiainen
Week 43: Tuesday 22.10.2024, 9:00 - 12:00, Topic: Risk response (flipped class room), teacher: Anssi Tarkiainen

Materials

Hopkin, P. (2018). Fundamentals of risk management: understanding, evaluating and implementing effective risk management. Kogan Page Publishers. Available at: http://dspace.vnbrims.org:13000/xmlui/bitstream/handle/123456789/5077/Fundamentals%20of%20Risk%20Management.pdf?sequence=1

Lecture material, Safety document internet links.

Finnish Safety and Chemicals Agency (Tukes)

The Centre for Occupational Safety

Teaching methods

Flipped classroom:
- Independent study (online materials, video lectures)
- Contact teaching, combination of lecture and inclass exercises
- Moodle exam
- Lessons
- Exercises
-rescue plan / emergency plan / risk assessment report to some company, estate, event or program service

Employer connections

Safety document/ emergency plan to an event or program service
Risk assessment in the tourism orientated workplace

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has basic knowledge of the risk management practices in tourism related SMEs. He/she understands somehow the contents of risk management functions and methods and learns to implement them in practice at a satisfactory level. The student is rather familiar with the essential legislation and knows the basics of the risk management requirements that concern the tourism field and is able to apply them in practice at a satisfactory level. He/she participates in the contact lessons but does not have a very analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has limited knowledge of the risk management practices in tourism related SMEs. He/she understands somehow the contents of risk management functions and methods but does not really know how to implement them in practice. The student knows the basics of the essential legislation. He/she participates in the contact lessons but does not bring very much contribution. The student is not able to show an analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of risk management practices in tourism related SMEs. He/she understands clearly the contents of risk management functions and methods and knows how to implement them in practice very well. The student has very good knowledge of the key concepts and risk management schemes that concern the tourism field and is able to apply them in practice. The student understands the meaning of proactive approach on risks in the industry. He/she participates in the contact lessons actively and shows a very good analytical and reflective approach in his/her activities. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of the risk management practices in tourism related SMEs. He/she understands the contents of risk management functions and methods and knows quite well how to implement them in practice. The student has a sound knowledge of the key concepts and risk management schemes that concern the tourism field and is able to apply them in practice. The student understands the basics of proactive approach on risks in the industry. He/she participates in the contact lessons quite actively and shows a good analytical and reflective approach in most his/her activities. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of risk management practices in tourism related SMEs. He/she understands very well the contents of risk management functions and methods and knows how to implement them in practice at an excellent level. The student has a command of the key concepts and risk management schemes that concern the tourism field and is fully able to apply them in practice. The student fully understands the meaning of proactive approach on risks in the industry. He/she participates in the contact lessons very actively and shows an excellent analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Objective

The student gets an overall perception in theory and in practice of a tourism company´s strategic management as a key business process which aims at sustainable, future-oriented and competitive business performance. As a result, the student knows how to apply various strategic business development tools in long-term business planning process towards ‘Business Excellence’ within the tourism and hospitality field.

Content

• Basics of strategic management in theory and in practice as a key business process
• Understanding the significance of the current operating environment as well as the significance of foresight, business excellence and corporate social (CSR) responsibility in strategic management as a part of responsible business
• Various strategic business development tools, e.g. Images of Future, Business Model Canvas (BMC) and Balanced Score Card (BSC,) utilised in the strategic planning process
• Creating pre-requisites for responsible, future-oriented and competitive business performance

Location and time

Autumn 2024, weeks 37-46

Materials

Given during the course. 

Teaching methods

In this study unit there are lectures and coaching sessions and workshops. Students will work in project groups with an strategic management assignment.

Employer connections

Working together with the industry with the Sustainable Travel Finland project

Exam schedules

No exam

International connections

Studying in an international student group.

Completion alternatives

Will be fully announced at the beginning of the course.

Content scheduling

Theory lectures
Group work

• Basics of strategic management in theory and in practice as a key business process
• Understanding the significance of the current operating environment as well as the significance of foresight, business excellence and corporate social (CSR) responsibility in strategic management as a part of responsible business
• Various strategic business development tools, e.g. Images of Future, Business Model Canvas (BMC) and Balanced Score Card (BSC,) utilised in the strategic planning process
• Creating pre-requisites for responsible, future-oriented and competitive business performance

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has some difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons rather passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has vague knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has manifold difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very passively and has no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has a very good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows very well how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons actively and shows good analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has a good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows mostly how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons quite actively and shows somewhat analytical, reflective and critical approach in all his/her activities. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound and excellent understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows in an excellent manner how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

1-5, fail

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has vague knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has manifold difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very passively and has no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has satisfactory knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has some difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons rather passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student has a good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows mostly how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons quite actively and shows somewhat analytical, reflective and critical approach in all his/her activities. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student has a very good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows very well how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons actively and shows good analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound and excellent understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows in an excellent manner how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Objective

The student gets a holistic perception on sustainable entrepreneurship in theory and practice in the tourism and hospitality field. He/she understands the linkages between entrepreneurship and innovations and learns to use the basic foresight tools to awaken his/her proactive and creative mind-set as well as to develop his/her personal innovation skills. In addition, the student familiarises him/herself to current sustainable development tools. Entrepreneurial qualities and skills of the student are also analysed, reflected and promoted consistently towards a sustainable mindset.

Content

• Theories of entrepreneurship from different perspectives
• Understanding linkages between entrepreneurship and innovations
• Sustainability in entrepreneurial actions by utilising current sustainable development tools (e.g. Sustainable Travel Finland)
• Adopting an entrepreneurial attitude as well as a proactive, creative and sustainable mind-set
• Developing one’s own innovative skills by basic foresight tools e.g. hunting weak signals and co-creating future windows
• Analysis of personal qualities and skills from the viewpoint of sustainable entrepreneurship
• Case studies and entrepreneurial stories around the world

Location and time

Autumn Semester 2024 during 4.10 - 1.12.2024
Teaching is partly online and partly in class at the Rantavitikka Campus and/or in tourism businesses in Rovaniemi

Materials

An eBook in Ebook Central: Michael Schaper:Making Ecopreneurs : Developing Sustainable Entrepreneurship

These are examples of potential articles, however, the finalised list of articles is introduced in the beginning of the study unit.

Supportive research on Sustainable Entrepreneurship and Business Practices - Pohjoisen tekijät (pohjoisentekijat.fi)

Renfors, Sanna-Mari 2019. Identification of ecopreneurs’ business competencies for training program development

Schaltegger, S. et al 2016. Business Models for Sustainability: A Co-Evolutionary Analysis of Sustainable Entrepreneurship,Innovation, and Transformation

Sendawula, M. 2018. Adoption of sustainable entrepreneurship in SMEs in developing countries: literature review Yeasmin, N. 2016. The Determinants of Sustainable Entrepreneurship of Immigrants in Lapland: An Analysis of Theoretical Factors

Teaching methods

Learning objectives:

The student gets a holistic perception on sustainable entrepreneurship in theory and practice in the tourism and hospitality field. He/she understands the linkages between entrepreneurship and innovations and learns to use the basic foresight tools to awaken his/her proactive and creative mind-set as well as to develop his/her personal innovation skills. In addition, the student familiarises him/herself to current sustainable development tools. Entrepreneurial qualities and skills of the student are also analysed, reflected and promoted consistently towards a sustainable mindset.

Learning Journey:
- Theoretical Journey incl. lectures and eExam(s) which are related to Assignments 1, 2, 3, 5
- Practical Journey incl. A4: intensive week and Final Presentation
- Reflective Journey incl. A6: self- and peer assessment

Assignment 1: Entrepreneurial traits and potential 10%
Assignment 2: Reading Seminars 20%
Assignment 3: Weak Signals and Futures Windows Workshop 10%
Assignment 4: Intensive week and Final Presentation 35%
Assignment 5: Exams in Exam room (partly open-book) 25%
Assignment 6: Self- and Peer Evaluation P/F

Employer connections

A visit(s) to a sustainable tourism business and/or visiting entrepreneurs at Lapland UAS.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has some difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a basic-level analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows vague critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has only some basic knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has manifold difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student has very limited skills to analyse his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows no critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself very well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows critical, analytical and reflective thinking in all his/her studies. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a fairly reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows somewhat critical, analytical and reflective thinking in his/her studies. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself with current sustainable development tools utilised in tourism and hospitality companies in an excellent manner. The student is able to make a deep, reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows excellent critical, analytical and reflective thinking in his/her studies. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

The assessment of the study unit is based on the learning objectives below:

- Theories of entrepreneurship from different perspectives
- Understanding linkages between entrepreneurship and innovations
- Sustainability in entrepreneurial actions by utilising current sustainable development tools (e.g. Sustainable Travel Finland)
- Adopting an entrepreneurial attitude as well as a proactive, creative and sustainable mind-set
- Developing one’s own innovative skills by basic foresight tools e.g. hunting weak signals and co-creating future windows
- Analysis of personal qualities and skills from the viewpoint of sustainable entrepreneurship
- Case studies and entrepreneurial stories around the world

The assessment of the study unit is based on the learning objectives below:

Assessment criteria, fail (0)

Fail (0)

The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory (2)

The student has satisfactory knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has some difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a basic-level analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows vague critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)

The student has only some basic knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has manifold difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student has very limited skills to analyse his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows no critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Very good (4)

The student has very good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself very well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows critical, analytical and reflective thinking in all his/her studies. All the assignments are performed according to the instructions and deadlines.

Good (3)

The student has good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a fairly reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows somewhat critical, analytical and reflective thinking in his/her studies. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)

The student has profound knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself with current sustainable development tools utilised in tourism and hospitality companies in an excellent manner. The student is able to make a deep, reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows excellent critical, analytical and reflective thinking in his/her studies. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows cost calculation methods and pricing models related to the tourism industry, especially regarding tourism-related SMEs. He/she knows the significance of intermediaries and business networks in sustainable pricing in tourism and is aware of the principles of pricing of high-end tourism experiences. The student knows the importance of commission and VAT calculations in pricing. He/she understands the importance of budgeting and knows various types of budgets. The student understands the significance of profitability in tourism, adaptation of profitability thinking (cost-effectiveness) and she/he knows profitability-related concepts and key-ratios. He/she knows profitability and efficiency analysis and is able to utilize Excel when making calculations.

This study unit is interlinked with Sustainable Product and Service Design

Content

• Different cost calculation methods
• Pricing models and tourism-related pricing
• VAT in pricing
• Intermediaries and networks in pricing as well as commissions in pricing
• Budgeting and different types of budgets
• Profitability thinking
• Profitability and efficiency analysis
• Use of Excel in calculations

Location and time

Lapland UAS, Rantavitikka Campus

Materials

Lecture handouts

The learning materials will be published during the first day of the study unit.

 

Teaching methods

The multi-method pedagogical approach includes methods such as lectures, and workshops and learning assignments. The specified timetable with the contents of the learning process of eight weeks is given at the beginning of the study unit. Tutoring and assessment of the learning process take place throughout the study unit according to the assessment criteria.

Employer connections

Sustainable Pricing is integrated to the commission in which a sustainable tourism service was designed as part of the study unit Sustainable Product and Service Design

Exam schedules

Will be notified in the finalised schedule.

International connections

No international connections.

Content scheduling

During the course Cost accounting, Profitability Planning, Budgeting and Sustainable pricing in tourism.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she knows the choices when making different types of calculations and budgets. He/she understands the importance of intermediaries and networks. He/she can make basic calculations for the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis with assistance by using Excel. He/she understands the options for different types of calculations and budgets. He/she knows the importance of intermediaries and networks. He/she can make basic calculations with assistance in the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to compile the calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can analyse the choices made when making different types of calculations and budgets. He/she can justify the importance of intermediaries and networks as well as take these factors into account when compiling the calculations. He/she can implement calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can explain the choices made when making different types of calculations and budgets. He/she can explain the importance of intermediaries and networks. He/she can make some calculations in the case provided. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel and assess their correctness. He/she can analyse and justify the choices made for the calculations made. He/she can analyse the importance of intermediaries and networks as well as take these factors into account when calculating. He/she can implement and analyse calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis with assistance by using Excel. He/she understands the options for different types of calculations and budgets. He/she knows the importance of intermediaries and networks. He/she can make basic calculations with assistance in the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she knows the choices when making different types of calculations and budgets. He/she understands the importance of intermediaries and networks. He/she can make basic calculations for the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can explain the choices made when making different types of calculations and budgets. He/she can explain the importance of intermediaries and networks. He/she can make some calculations in the case provided. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to compile the calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can analyse the choices made when making different types of calculations and budgets. He/she can justify the importance of intermediaries and networks as well as take these factors into account when compiling the calculations. He/she can implement calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel and assess their correctness. He/she can analyse and justify the choices made for the calculations made. He/she can analyse the importance of intermediaries and networks as well as take these factors into account when calculating. He/she can implement and analyse calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Objective

The student understands the significance of designing tourism products and services as part of sustainable tourism business. He/she gains knowledge of future-oriented approaches when designing tourism products and services. In addition, he/she familiarises him/herself with sustainable high-end tourism products, circular economy and sustainable innovations. The student knows the key concepts of product and service design in tourism and has basic readiness to design both innovative and experiential products and services by using various design tools and methods. The student takes into consideration networking and sustainable chain management in designing process.

This study unit is interlinked with Sustainable Pricing and Profitability Planning.

Content

• Significance of product and service design as part of sustainable tourism business
• Future-oriented approaches to product and service design in tourism
• Key concepts and various tools related to designing products and services in tourism
o customer persona, experiential customer journey, prototyping, product cards for different use
• Circular economy and sustainable innovations in tourism
• Sustainable high-end tourism products
• Networks and sustainable chain management in tourism
• Practical sustainable design project commissioned by a tourism company/organisation

Location and time

Lapland UAS Rantavitikka Campus, Rovaniemi, Finland
Jan - March 2025

Materials

Lecture handouts

The learning materials will be published during the first day of the study unit.

Some examples of the learning materials: Naturbizz handbook (online), other handbooks and  journal articles related to sustainable service design and product development in tourism, nature and animal-based tourism material which are related to the commission from the tourism industry.

 

Teaching methods

The multi-method pedagogical approach includes versatile methods such as lectures, company visits, seminars and workshops and learning assignments. The specified timetable with the contents of the learning process of six to eight weeks is planned together with the working life and given at the beginning of the study unit. Tutoring and multi- stakeholder assessment of the learning process take place throughout the study unit according to the assessment criteria

Employer connections

Tourism industry based commission for the intensive week.

Exam schedules

Offline Exam in EXAM is in the end of week 6.
Re-examinations (if needed) are decided together with the students.

International connections

There are no direct international connections in this study unit.

Content scheduling

Theoretical Journey Weeks 3 - 6
Practical Journey Weeks 7 - 8
Reflection Journey Weeks 8 - 10

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has a limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has satisfactory knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself superficially in circular economy and sustainable innovations. The student has some difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has a very limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has vague knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself very superficially in circular economy and sustainable innovations. The student has major difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very passively and shows no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student understands very well the significance of service and product design as part of sustainable tourism business. He/she has very good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations very well. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons actively and shows analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands well the significance of service and product design as part of sustainable tourism business. He/she has good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in a good manner in circular economy and sustainable innovations. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons rather actively and shows somewhat analytical, reflective and critical approach in his/her activities. Most of the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent (5)
The student fully understands the significance of service and product design as part of sustainable tourism business. He/she has profound knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations in an excellent manner. The student is able to fully apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

The assessment criteria introduced below are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has a very limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has vague knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself very superficially in circular economy and sustainable innovations. The student has major difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very passively and shows no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has a limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has satisfactory knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself superficially in circular economy and sustainable innovations. The student has some difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student understands well the significance of service and product design as part of sustainable tourism business. He/she has good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in a good manner in circular economy and sustainable innovations. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons rather actively and shows somewhat analytical, reflective and critical approach in his/her activities. Most of the assignments are performed according to the instructions.

Very good (4)
The student understands very well the significance of service and product design as part of sustainable tourism business. He/she has very good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations very well. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons actively and shows analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student fully understands the significance of service and product design as part of sustainable tourism business. He/she has profound knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations in an excellent manner. The student is able to fully apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Objective

The student understands the history and background of sustainability as well as the main theories related to it. He/she knows the core issues related to economic, ecological and socio-cultural sustainability in tourism and familiarises with the best practices of sustainable tourism around the world especially in fragile regions as the Arctic.

The student knows the basic tourism business models and various earning logics which are currently applied within the tourism industry, especially in SMEs. He/she is able to identify and illustrate the most typical business and support processes of tourism SMEs. The student knows what is required from a tourism SME to operate in a sustainable manner. In addition, he/she familiarises him/herself with some basic sustainable business development and assessment tools, standards and certifications. As the result, he/she understands sustainability challenges posed by the tourism industry and is able to seek positive changes and communicate them to customers.

Content

• History of sustainability and related theories
• Current issues and best practices in sustainable tourism around the world
• Typical business models and earning logics within tourism industry especially from the perspective of SMEs
• Best practices of sustainable tourism business models and earning logics
• Key processes of typical SMEs in tourism
• Sustainable business development and assessment tools, standards and certifications
• Opportunities and challenges of sustainable development within tourism industry and in tourism SMEs
• Sustainable mobility
• Communicating sustainability to stakeholders

Location and time

Lapland UAS, Rantavitikka Campus

Materials

Lecture material

Journal articles and other reading material is published in the beginning of the study unit.

Teaching methods

The multi-method pedagogical approach includes versatile methods such as in-class lectures, company visits, seminars and workshops and learning assignments e.g.a reading seminar The specified timetable with the contents of the learning process of six to eight weeks is planned partly together with the working life and given at the beginning of the study unit. Tutoring and assessment of the learning process take place throughout the study unit according to the assessment criteria

Employer connections

Company visit(s) in Rovaniemi region and a visiting lecturer from the Arctic Center

Exam schedules

Will be informed in the beginning of the study unit.

International connections

Companies, which are visited, have international customers.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has some knowledge of sustainability within the tourism industry and how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she understands how sustainable development and assessment tools can be applied. The student has some understanding of the current opportunities and challenges of sustainable development within tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has vague knowledge of sustainability within the tourism industry and how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she has some understanding how sustainable development and assessment tools can be applied. The student understands vaguely the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has a very good knowledge of sustainability within the tourism industry. He/she understands very well how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a very good manner. The student understands very well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has a good knowledge of sustainability within the tourism industry. He/she understands well how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is able to identify and illustrate quite well the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a good manner. The student understands well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound knowledge of sustainability within the tourism industry. He/she understands holistically how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in an excellent manner. The student understands thoroughly the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

The assessment criteria below is general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend to the learning situations at all. He/she does not pass the assignments, tests, and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has a vague knowledge of sustainability within the tourism industry and how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she has some understanding of how sustainable development and assessment tools can be applied. The student understands vaguely the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has some knowledge of sustainability within the tourism industry and how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she understands how sustainable development and assessment tools can be applied. The student has some understanding of the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student has a good knowledge of sustainability within the tourism industry. He/she understands well how sustainability can be applied to tourism business models and earning logics, especially from an SME perspective. He/she is able to identify and illustrate quite well the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a good manner. The student understands well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student has a very good knowledge of sustainability within the tourism industry. He/she understands very well how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a very good manner. The student understands very well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound knowledge of sustainability within the tourism industry. He/she understands holistically how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in an excellent manner. The student understands thoroughly the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Objective

The student is able to set proper goals for his/her Advanced Training period from the perspective of his/her personal professional development according to his/her career plan. He/she deepens the professional knowledge of his/her duties as a Bachelor of Hospitality Management and applies these professional skills to the working life tasks. He/she is able to work according to creative problem solving and investigative working methods. The student can develop operations of the training place in an evaluative and creative manner.

Content

• Training application process
• Documentation needed for recruitment (and grants)
• Tasks and duties of a more advanced level in the tourism and hospitality field
• Development project
• Post-documentation

Completion alternatives

Skills Demonstration

Assessment criteria, approved/failed

Pass
The student can find the training place independently and take care of the training process and its documentation. She/he knows the objectives of the training and gets information on the specified questions or tasks given before the training period.

The student can work independently and take care of the given tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a development project according to the needs of the training place.

The Training Workbook, Contract, the time sheet for the development project and other training-related written assignments and documentation have been completed in a proper and agreed manner and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator.

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Pass
The student can find the training place independently and take care of the training process and its documentation. She/he knows the objectives of the training and gets information on the specified questions or tasks given before the training period.

The student can work independently and take care of the given tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a development project according to the needs of the training place.

The Training Workbook, Contract, the time sheet for the development project and other training-related written assignments and documentation have been completed in a proper and agreed manner and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator.

Fail (0)
The student is unable to meet the requirements of the Advanced Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student is unable to meet the requirements of the Advanced Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.

Objective

The student gets familiar with the basic concepts of tourism and hospitality and perceives an overall picture on how the tourism system functions and how the global tourism industry has developed till today towards sustainable tourism. In addition, he/she recognizes different forms of tourism, the concept of sustainable luxury tourism and understands versatile impacts of tourism. He/she understands connections between international economics and the significance of tourism and hospitality industry in global economy as well as how the global economy affects tourism.

Content

• Concepts and definitions of tourism and hospitality and the tourism system
• Destinations and tourism and hospitality businesses and other tourism stakeholders
• Different forms of tourism
• Concept of sustainable luxury tourism
• Key concepts of sustainability and background of sustainable tourism
• Development of global tourism industry
• Tourism statistics
• Impacts of tourism (economic, social, cultural, environmental and political)
• Connections between global economics and the tourism industry

Location and time

This starts at week 36 and it ends at the beginning of week 48.
Lectures are organised in classrooms.

Materials

The course materials are introduced the Moodle.

Teaching methods

The implementation of the course progresses gradually in a classroom format. The implementation emphasizes self-directed and active learning (flipped classroom). The course includes familiarization with learning materials and source materials, independent exercises and learning tasks, and collaboration.

Exam schedules

The exam of the economic part of the study unit is during the weeks 39.
The group assignment is due by the end of week 44 and the individual exam is during of week 44 for tourism hospitality part of the study unit.
Retake for the economic and tourism hospitality parts exams is during the week 47.

Content scheduling

• Connections between global economics and the tourism industry
• Impacts of tourism (economic, social, cultural, environmental and political)
• Key concepts of sustainability and background of sustainable tourism
• Tourism statistics
• Concepts and definitions of tourism and hospitality and the tourism system
• Destinations and tourism and hospitality businesses and other tourism stakeholders
• Different forms of tourism
• Development of global tourism industry

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has some understanding of the field of tourism and hospitality and understands somehow the tourism system and the concept of sustainable tourism. He/she knows some forms of tourism and understands some impacts of tourism at a satisfactory level. He/she sees some connections between international economics and the significance of tourism and hospitality industry in global economy. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has only some basic level understanding of the field of tourism and hospitality and understands vaguely the tourism system and the concept of sustainable tourism. He/she knows some forms of and impacts of tourism. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, good (3)

Very good (4)
The student has an overall picture of the tourism and hospitality field and understands very well how the tourism system functions and how the global tourism industry works. He/she knows at a very good level the meaning and significance of sustainable tourism. He/she knows very well different forms of tourism as well as versatile impacts of tourism. He/she has a very good understanding of connections between international economics and the significance of tourism and hospitality industry in global economy as well as how the global economy affects tourism. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student an overall picture of the tourism and hospitality field and understands well how the tourism system functions and how the global tourism industry works. He/she knows at a good level the meaning and significance of sustainable tourism. He/she knows well some forms of tourism as well as the most impacts of tourism. He/she sees connections between international economics and the significance of tourism and hospitality industry in global economy. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a thorough, overall picture of the tourism and hospitality field and understands holistically how the tourism system functions and how the global tourism industry works. He/she knows at an excellent level the meaning and significance of sustainable tourism. He/she has a broad understanding of many different forms of tourism as well as of versatile impacts of tourism. He/she understands very well connections between international economics and the significance of tourism and hospitality industry in global economy as well as how the global economy affects tourism. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory (2)
The student has some understanding of the field of tourism and hospitality and understands somehow the tourism system and the concept of sustainable tourism. He/she knows some forms of tourism and understands some impacts of tourism at a satisfactory level. He/she sees some connections between international economics and the significance of tourism and hospitality industry in global economy. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has only some basic level understanding of the field of tourism and hospitality and understands vaguely the tourism system and the concept of sustainable tourism. He/she knows some forms of and impacts of tourism. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, good (3-4)

Very good (4)
The student has an overall picture of the tourism and hospitality field and understands very well how the tourism system functions and how the global tourism industry works. He/she knows at a very good level the meaning and significance of sustainable tourism. He/she knows very well different forms of tourism as well as versatile impacts of tourism. He/she has a very good understanding of connections between international economics and the significance of tourism and hospitality industry in global economy as well as how the global economy affects tourism. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student an overall picture of the tourism and hospitality field and understands well how the tourism system functions and how the global tourism industry works. He/she knows at a good level the meaning and significance of sustainable tourism. He/she knows well some forms of tourism as well as the most impacts of tourism. He/she sees connections between international economics and the significance of tourism and hospitality industry in global economy. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a thorough, overall picture of the tourism and hospitality field and understands holistically how the tourism system functions and how the global tourism industry works. He/she knows at an excellent level the meaning and significance of sustainable tourism. He/she has a broad understanding of many different forms of tourism as well as of versatile impacts of tourism. He/she understands very well connections between international economics and the significance of tourism and hospitality industry in global economy as well as how the global economy affects tourism. All the assignments are performed according to the instructions and deadlines.

Further information

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Objective

The student knows the essence of proactive thinking in the context of safety and security in tourism related SMEs as part of corporate quality. He/she acquires a basic understanding on risk management and safety planning practices and is able to apply this knowledge in work situations. The student is familiar with such essential concepts as danger, risk, crisis, resilience and vulnerability in the context of the industry. The student learns the basic means and methods for preparedness for different types of crisis, such as pandemics, and is aware of the key principles of the legislation and regulatory context. Practical application and examples of best practices in carrying out risk assessment are particularly highlighted as part of proactive operational safety management.

Content

• Understanding the key concepts of safety and security in a tourism-related SMEs
• Carrying out a risk assessment procedure in tourism-related SMEs
• Practical application of crisis communication scheme in tourism-related SMEs
• Acquisition of basic skills in tourism safety and security management

Materials

Lesson material.

Emergency First Aid Book (from teacher)

Safety for Tourist Book (From teacher)

 

Teaching methods

Lessons, Group work, independent studies, First aid practices

Exam schedules

evaluation Petri Pälli:
Risk coefficient chart, First aid practices and test
Group work complement, First aid retake before 31.12.2024

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has basic knowledge of safety and risks in tourism related SMEs. He/she understands somehow the contents of risk management functions and methods and learns to implement them in practice at a satisfactory level. The student is rather familiar with the essential safety legislation and knows the basics of the customer safety requirements that concern the tourism field and is able to apply them in practice at a satisfactory level. He/she participates in the contact lessons but does not have a very analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has limited knowledge of safety and risks in tourism related SMEs. He/she understands somehow the contents of risk management functions and methods but does not really know how to implement them in practice. The student knows the basics of the essential safety legislation. He/she participates in the contact lessons but does not bring very much contribution. The student is not able to show an analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of safety and risks in tourism related SMEs. He/she understands clearly the contents of risk management functions and methods and knows how to implement them in practice very well. The student has very good knowledge of the key concepts and crisis communication schemes that concern the tourism field and is able to apply them in practice. The student understands the meaning of proactive approach on safety and security in the industry. He/she participates in the contact lessons actively and shows a very good analytical and reflective approach in his/her activities. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of safety and risks in tourism related SMEs. He/she understands the contents of risk management functions and methods and knows quite well how to implement them in practice. The student has a sound knowledge of the key concepts and crisis communication schemes that concern the tourism field and is able to apply them in practice. The student understands the basics of proactive approach on safety and security in the industry. He/she participates in the contact lessons quite actively and shows a good analytical and reflective approach in most his/her activities. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of safety and risks in tourism related SMEs. He/she understands very well the contents of risk management functions and methods and knows how to implement them in practice at an excellent level. The student has a command of the key concepts and crisis communication schemes that concern the tourism field and is fully able to apply them in practice. The student fully understands the meaning of proactive approach on safety and security in the industry. He/she participates in the contact lessons very actively and shows an excellent analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Risk coefficient chart:

Good 3 = Risk coefficient chart is made to a fictional event. The most of the important parts of document are told and included. Only few risks analysed. Simple managing methods

Good 4 = Chart is made to a real event. All of Important parts of document are told and included. Moderate amount of risks analysed. Average managing methods

Exellent 5 = Chart is made to a real and challenging event. All of the Important parts of document are told and included. There are documented contacts or visits to the event place or organisation.Plenty of risks are found. Thorough managing methods.

Because of it is a question of safety and security, no lower grades are allowed

First aid: Passed / Failed

Objective

The student gets familiar with various tasks and duties which are typical to the tourism and hospitality industry. He/she gets useful tools needed in tourism-related operations and tasks as well as gets practical experience of working in the field. The student gets familiar with the operating model and processes of the field work company/ organisation. He/she is able to work as a member of a work community.

The student is able to set proper goals to his/her career according to his/her own preferences and career choices. He/she has a realistic understanding of educational and career opportunities and options. The student identifies his/her potentials and preferences concerning his/her future career options and is able to make a proper plan for him/herself by using proper job seeking platforms and documents.

Content

• Field Work period
• Working life manners
• Hygiene Proficiency pass
• Alcohol legislation (and pass)

• Career planning and career attainment process
• Identifying one’s potential and options of future career
• Job seeking processes and methods
• Job seeking platforms and processes
• CV
• Career aptitude test

Location and time

Rovaniemi, autumn 2024

Teaching methods

- lectures, tests, assignments
- visits and visitors (alumni/working life representatives)
- working in a team
- learning by doing (field work)
- independent work

Employer connections

Fieldwork in a tourism company.

Exam schedules

Times informed in the beginning of the study unit.

International connections

International group of students.

Content scheduling

• Field Work period
• Working life manners
• Hygiene Proficiency pass
• Alcohol legislation (and pass)

• Career planning and career attainment process
• Identifying one’s potential and options of future career
• Job seeking processes and methods
• Job seeking platforms and processes
• CV
• Career aptitude test

Further information

The study unit includes a fieldwork in a tourism organization.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is fairly systematic when operating as a member of a work community. He/she is able to handle most of the basic tasks in the tourism and hospitality industry. The student knows the main operating models and processes in tourism and hospitality companies. He/she knows on a satisfactory level how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to plan his/her future career by using some tools and channels. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has some challenges when operating as a member of a work community. He/she is able to handle only part of the basic tasks in the tourism and hospitality industry. The student knows only a few operating models and processes in tourism and hospitality companies. He/she knows the importance of hygiene and alcohol-related requirements but is not fully able to apply them in his/her work.

The student can plan his/her future career by using a few tools and channels. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is efficient and systematic when operating as a member of a work community. He/she is able to handle basic tasks in the tourism and hospitality industry in a good manner. The student knows various operating models and processes in tourism and hospitality companies. He/she knows well how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to identify his/her potential and make a realistic plan of his/her future career by using proper tools and channels. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is fairly efficient and systematic when operating as a member of a work community. He/she is able to handle basic tasks in the tourism and hospitality industry. The student knows various operating models and processes in tourism and hospitality companies. He/she knows how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to identify his/her potential and make a realistic plan of his/her future career by using proper tools and channels. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is very efficient and systematic when operating as a member of a work community. He/she is able to handle basic tasks in the tourism and hospitality industry in an excellent manner. The student knows various operating models and processes in tourism and hospitality companies. He/she knows very well how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to identify his/her potential and make a realistic plan of his/her future career by using many tools and channels. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

• Field Work (in a tourism company) (40 %) (Grade 0 – 5)
• CV (10 %)
• Food Hygiene Proficiency (10 %)
• Alcohol legislation (10 %)
• Written assignment (30 %)

Assessment criteria, fail (0)

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has some challenges when operating as a member of a work community. He/she is able to handle only part of the basic tasks in the tourism and hospitality industry. The student knows only a few operating models and processes in tourism and hospitality companies. He/she knows the importance of hygiene and alcohol-related requirements but is not fully able to apply them in his/her work.

The student can plan his/her future career by using a few tools and channels. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student is fairly systematic when operating as a member of a work community. He/she is able to handle most of the basic tasks in the tourism and hospitality industry. The student knows the main operating models and processes in tourism and hospitality companies. He/she knows on a satisfactory level how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to plan his/her future career by using some tools and channels. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student is fairly efficient and systematic when operating as a member of a work community. He/she is able to handle basic tasks in the tourism and hospitality industry. The student knows various operating models and processes in tourism and hospitality companies. He/she knows how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to identify his/her potential and make a realistic plan of his/her future career by using proper tools and channels. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is efficient and systematic when operating as a member of a work community. He/she is able to handle basic tasks in the tourism and hospitality industry in a good manner. The student knows various operating models and processes in tourism and hospitality companies. He/she knows well how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to identify his/her potential and make a realistic plan of his/her future career by using proper tools and channels. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is very efficient and systematic when operating as a member of a work community. He/she is able to handle basic tasks in the tourism and hospitality industry in an excellent manner. The student knows various operating models and processes in tourism and hospitality companies. He/she knows very well how to apply hygiene and alcohol-related requirements in his/her work.

The student is able to identify his/her potential and make a realistic plan of his/her future career by using many tools and channels. All the assignments are performed according to the instructions and deadlines.

Objective

The student develops his/her knowledge and understanding of Lapland in general and tourism in the northern region. He/she is able to take into consideration special features of local environment as well as the ones of culture and social aspects. The student is familiar with the concept of nature-based luxury tourism. He/she gets to know the specifics of the Sami culture and is able to plan and promote activities that benefit the local environment and communities as well as the wellbeing of animals and wildlife.

Content

• Environmental Citizenship in northern environment and tourism
• Concept of nature-based luxury tourism
• Northern regions and northern communities
• Sami culture and people
• Ecotourism and community-based tourism
• Special features of northern environment and nature tourism
• Wellbeing of animals and wildlife

Location and time

Course will take place on Lapland UAS Rovaniemi campus from April 9th to May 2nd.

Materials

All material will be presented in the beginning of the course.

Teaching methods

Video lectures
Mini exams
Outdoor visits
Group presentations
Group discussions

Completion alternatives

Course is done through presentations, visits and discussions so attendance is required.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student understands how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to apply the knowledge of the northern environment that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. The student understands the main concepts that can be utilized in tourism experiences. The student understands his/her own actions in reference to the local nature and culture. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student understands how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture play a role in the local tourism industry. The student understands the basic concepts that can be utilized in tourism experiences. The student has a limited understanding of his/her own actions in reference to the local nature and culture. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to evaluate how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to choose, defend and critique tools and methods that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. He/she is able to critically evaluate concepts and tools of the northern environment and is able to choose and apply the most suitable ones in the tourism field. The student has a very good understanding of his/her own actions in reference to the local nature and culture. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to analyse and compare different methods and knowledge that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. The student is able to analyse concepts and tools of the northern environment and is able to choose and apply the most suitable ones in the tourism field. The student has a good understanding of his/her own actions in reference to the local nature and culture. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to investigate how the Arctic region, Lapland’s nature and Lappish cultural features like the Sami culture impact the local tourism industry. He/she is able to choose, defend and critique tools and methods that can be used to enhance tourism operators’ and decision makers’ ecological and social sustainability. The student is able to utilize concepts and tools of the northern environment to create new and innovative ways to benefit local stakeholders. The student has excellent understanding of his/her own actions in reference to the local nature and culture. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Course is graded from 0-5
90-100% = grade 5
80-89% = grade 4
70-79% = grade 3
60-69% = grade 2
50-59% = grade 1
0-49% = fail

Objective

Individual level:
The student learns and understands his/her own cultural background and its impact on daily decision making and how they interact with each other. He/she also learns a broad set of diversity dimensions and recognizes and critically evaluates His/her own stereotypes and biases towards the others. The student understands the basic concepts of cultural diversity and is able to communicate effectively in different international environments.

Organisational and team level:
The student is able to work in culturally and otherwise diverse teams and organisations. He/she is able to contribute, collaborate, communicate and debate in diverse teams and understand the needs of organizations from diversity perspectives. The student is able to deal with complexities arising from diversity related issues.

Societal level:
The student understands the impact of diversity and cultural differences at a global and national level.

Content

• Understanding and reflecting of one’s own culture and diversity
• Cross-cultural communication and central concepts
• Diversity and central concepts
• Working in diverse teams
• Solving diversity related challenges
• Understanding the role of diversity and culture on the global scene
• Cultural sensitivity
• Visitors from diverse backgrounds, e.g. Sami people, other minorities and people from different cultural backgrounds
• Work opportunities (alumni)
• Cultural and social sustainability
• Diversity of experiences

Location and time

Course will take place on Lapland UAS Rovaniemi campus from April 9th to May 2nd.

Materials

All material will be presented in the beginning of the course.

Teaching methods

Video lectures
Mini exams
Group exercises
Group presentations
Group discussions
Individual video presentations

Completion alternatives

Course is done through group presentations, discussions and group exercises so attendance is required.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Excellent (5)
The student is able to investigate how his/her own cultural background impacts the way he/she perceives the others and the world and to use this information to develop systems around diversity management. He/she is able to defend and critique his/her personal knowledge and experiences and use them to get others think and do. The student is able to utilize concepts and tools of diversity management to create new and suitable conditions in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to evaluate how his/her own cultural background impacts the way he/she perceives the others and the world. He/she
is able to defend and critique his/her personal knowledge and experiences. The student understands concepts and tools of diversity management and is able to select the most fitting ones in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how his/her own cultural background impacts the way he/she perceives the others and the world. He/she is able to analyse, compare and question his/her personal knowledge and experiences. The student is able to analyse concepts and tools of diversity management and is able to examine and choose the most fitting ones in an individual, team and company setting. Most of the assignments are performed according to the instructions and deadlines.

Satisfactory (2)
The student understands how his/her own cultural background impacts the way he/she perceives the others and the world. He/she is able to apply the knowledge in personal situations. The student understands the basic concepts and tools of diversity management and is able to apply them in a team and company setting. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student understands how his/her own cultural background impacts the way he/she perceives the others and the world. The student understands the basic concepts and tools of diversity management and how they impact companies, teams and individuals. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to evaluate how his/her own cultural background impacts the way he/she perceives the others and the world. He/she
is able to defend and critique his/her personal knowledge and experiences. The student understands concepts and tools of diversity management and is able to select the most fitting ones in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how his/her own cultural background impacts the way he/she perceives the others and the world. He/she is able to analyse, compare and question his/her personal knowledge and experiences. The student is able to analyse concepts and tools of diversity management and is able to examine and choose the most fitting ones in an individual, team and company setting. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to investigate how his/her own cultural background impacts the way he/she perceives the others and the world and to use this information to develop systems around diversity management. He/she is able to defend and critique his/her personal knowledge and experiences and use them to get others think and do. The student is able to utilize concepts and tools of diversity management to create new and suitable conditions in an individual, team and company setting. He/she is able to critically evaluate the pros and cons of his/her choices. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

Course is graded from 0-5
90-100% = grade 5
80-89% = grade 4
70-79% = grade 3
60-69% = grade 2
50-59% = grade 1
0-49% = fail

Objective

The student knows the principles of customer-oriented marketing, service-dominant logic and modern marketing thinking. He/she knows the role of marketing in a company. The student understands target group thinking and factors influencing consumer behaviour. He/she understands the role of strategic marketing planning as a success factor of a company. He/she knows different marketing tools and the significance of digital environment in marketing. The student understands responsible marketing practices.

Content

• Marketing thinking
• Service-dominant logic (SDL)
• Consumer behaviour
• Basics of strategic marketing planning
• Traditional and digital marketing tools and channels
• Marketing communication
• Responsible marketing

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student knows somehow the principles of customer-oriented marketing, He/she understands somehow the role of marketing in a company. The student understands somehow the target group thinking and the very basics of strategic marketing planning. He/she knows some marketing tools. The student understands somehow the importance of responsible marketing practices. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student does not have a proper understanding of the principles of marketing. He/she understands only somehow the role of marketing in a company. The student understands the target group thinking and some basics issues of marketing planning. He/she knows a few marketing tools. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student knows very well the principles of customer-oriented marketing, service-dominant logic and the modern marketing thinking. He/she understands clearly the role of marketing in a company and the concepts of value creation and value co-creation. The student understands well the target group thinking and the basics of strategic marketing planning. He/she knows very well different marketing tools and the digital environment in marketing. The student understands well the importance of responsible marketing practices. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student knows well the principles of customer-oriented marketing, service-dominant logic and the modern marketing thinking. He/she understands the role of marketing in a company and the concepts of value creation and value co-creation. The student understands the target group thinking and the basics of strategic marketing planning. He/she knows well different marketing tools and the digital environment in marketing. The student understands the importance of responsible marketing practices. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student knows the principles of customer-oriented marketing, service-dominant logic and the modern marketing thinking at an excellent level. He/she understands holistically the role of marketing in a company. The student understands very well the target group thinking and the basics of strategic marketing planning. He/she knows different marketing tools and is very well aware of the significance of digital environment in marketing. The student understands very well the importance of responsible marketing practices. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows the legal environment of a company in the field of travel and tourism and he/she knows the relevant tourism-related legislation. The student knows the basics of contract and corporate law and their meaning and role in business. He/she can retrieve and apply legal information. He/she recognizes the main legal factors, legal duties and challenges in the travel and tourism business.

Content

Basics of contract law:
• Overview of Finnish legislation and the courts of justice
• Law of the person
• Meaning, content and different types of contracts, especially in the travel and tourism field
• Contract law legislation and legal sources
• Consumer protection
• Main principles of compensation for damage

Basics of corporate law:
• Freedom of trade
• Regulation of businesses
• Establishing a company
• Company forms and their special features

Travel and tourism law:
• Overview of the relevant legislation applied in the field
• Travel service combinations regulations
• Everyman’s rights
• Basics of safety legislation
• Regulation of the marketing in tourism field (data protection, Consumer protection act, IP-rights)

• Searching and applying judicial knowledge into practice

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student shows basic-level analytical and reflective thinking and practical skills in his/her studies and work-related tasks. He/she has basic knowledge of both business as well as travel and tourism related legislation and he/she can describe it. He/she is able to find and use this legal information with assistance but cannot fully apply it. He/she recognizes the main legal factors and challenges in the travel and tourism business and can give examples of them. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has basic knowledge of both business as well as travel and tourism related legislation. He/she can retrieve and apply legal information in simple cases with assistance. He/she recognizes some legal factors and challenges in the travel and tourism business. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student shows good critical, analytical and reflective thinking and practical skills in his/her studies and work-related tasks. He/she has good knowledge of both business as well as travel and tourism related legislation. He/she is able to find relevant legal information and apply it. The student understands the meaning of legal issues in the travel tourism business and can take these legal factors into account when making decisions. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student shows critical, analytical and reflective thinking and practical skills in his/her studies and work-related tasks. The student understands both the basics of business as well as travel and tourism related legislation. He/she can retrieve and apply relevant legal information by leaning to the study materials/given instructions. The student understands the main legal factors and challenges in the travel and tourism business. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

cellent (5)
The student shows excellent critical, analytical and reflective thinking and practical skills in his/her studies and work-related tasks. He/she has excellent knowledge of both business as well as travel and tourism related legislation. He/she can efficiently and independently retrieve and apply relevant legal information in problem solving and justify decisions. The student can foresee legal challenges in the travel and tourism business. All the assignments are performed according to the instructions and deadlines.

Objective

The objective of the study unit is to give the student knowledge on multi-stakeholder events by using different experience design methods. The student participates in an event, in which he/she is able to deepen his/her service and experience design skills in collaboration with a multi-stakeholder network of an event. In the co-designing process of an event, he/she will apply various service and experience design tools in an innovative way. In addition, the student is able to utilise stakeholder thinking and co-creation methodology as well as collaborative methods in theory and practice.

Content

• Deepening the knowledge of service and experience design in the context of a multi-stakeholder event
• Stakeholder thinking in a practical manner during meetings and fieldwork in an event
• Co-creation methodology in a multi-stakeholder event
• Collaboration methods in theory and practice
• Innovation techniques in co-designing an event
• Getting to know creative companies within creative economy as part of an event

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of service and experience design in the context of a multi-stakeholder event. The student knows somehow how to utilise co-creation methodology in a multi-stakeholder event and knows some collaboration methods. He/she knows some innovation techniques in co-designing an event. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has only some knowledge of service and experience design in the context of a multi-stakeholder event. The student knows vaguely co-creation methodologies in a multi-stakeholder event and knows only some collaboration methods. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of service and experience design in the context of a multi-stakeholder event. The student knows very well how to utilise co-creation methodology in a multi-stakeholder event and is able to apply various collaboration methods in theory and practice. He/she applies innovation techniques in co-designing an event at a very good level. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of service and experience design in the context of a multi-stakeholder event. The student knows well how to utilise co-creation methodology in a multi-stakeholder event and is able to apply collaboration methods in theory and practice. He/she applies innovation techniques in co-designing an event. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has extensive knowledge of service and experience design in the context of a multi-stakeholder event. The student knows very well how to utilise co-creation methodology in a multi-stakeholder event and is able to apply various collaboration methods in theory and practice. He/she applies innovation techniques in co-designing an event at an excellent level. All the assignments are performed according to the instructions and deadlines.

Objective

The student understands the history and background of sustainability as well as the main theories related to it. He/she knows the core issues related to economic, ecological and socio-cultural sustainability in tourism and familiarises with the best practices of sustainable tourism around the world especially in fragile regions as the Arctic.

The student knows the basic tourism business models and various earning logics which are currently applied within the tourism industry, especially in SMEs. He/she is able to identify and illustrate the most typical business and support processes of tourism SMEs. The student knows what is required from a tourism SME to operate in a sustainable manner. In addition, he/she familiarises him/herself with some basic sustainable business development and assessment tools, standards and certifications. As the result, he/she understands sustainability challenges posed by the tourism industry and is able to seek positive changes and communicate them to customers.

Content

• History of sustainability and related theories
• Current issues and best practices in sustainable tourism around the world
• Typical business models and earning logics within tourism industry especially from the perspective of SMEs
• Best practices of sustainable tourism business models and earning logics
• Key processes of typical SMEs in tourism
• Sustainable business development and assessment tools, standards and certifications
• Opportunities and challenges of sustainable development within tourism industry and in tourism SMEs
• Sustainable mobility
• Communicating sustainability to stakeholders

Location and time

Lapland UAS, Rantavitikka Campus

Materials

Lecture material

Journal articles and other reading material is published in the beginning of the study unit.

Teaching methods

The multi-method pedagogical approach includes versatile methods such as in-class lectures, company visits, seminars and workshops and learning assignments e.g.a reading seminar The specified timetable with the contents of the learning process of six to eight weeks is planned partly together with the working life and given at the beginning of the study unit. Tutoring and assessment of the learning process take place throughout the study unit according to the assessment criteria

Employer connections

Company visit(s) in Rovaniemi region and a visiting lecturer from the Arctic Center

Exam schedules

Will be informed in the beginning of the study unit.

International connections

Companies, which are visited, have international customers.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has some knowledge of sustainability within the tourism industry and how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she understands how sustainable development and assessment tools can be applied. The student has some understanding of the current opportunities and challenges of sustainable development within tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has vague knowledge of sustainability within the tourism industry and how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she has some understanding how sustainable development and assessment tools can be applied. The student understands vaguely the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has a very good knowledge of sustainability within the tourism industry. He/she understands very well how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a very good manner. The student understands very well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has a good knowledge of sustainability within the tourism industry. He/she understands well how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is able to identify and illustrate quite well the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a good manner. The student understands well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound knowledge of sustainability within the tourism industry. He/she understands holistically how sustainability can be applied into tourism business models and earning logics especially from a SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in an excellent manner. The student understands thoroughly the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

The assessment criteria below is general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend to the learning situations at all. He/she does not pass the assignments, tests, and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has a vague knowledge of sustainability within the tourism industry and how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she has some understanding of how sustainable development and assessment tools can be applied. The student understands vaguely the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has some knowledge of sustainability within the tourism industry and how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is aware of the most typical key processes of a tourism SME. In addition, he/she understands how sustainable development and assessment tools can be applied. The student has some understanding of the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student has a good knowledge of sustainability within the tourism industry. He/she understands well how sustainability can be applied to tourism business models and earning logics, especially from an SME perspective. He/she is able to identify and illustrate quite well the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a good manner. The student understands well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student has a very good knowledge of sustainability within the tourism industry. He/she understands very well how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in a very good manner. The student understands very well the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound knowledge of sustainability within the tourism industry. He/she understands holistically how sustainability can be applied to tourism business models and earning logic, especially from an SME perspective. He/she is able to identify and illustrate the most typical key processes of a tourism SME. In addition, he/she applies sustainable development and assessment tools in practice in an excellent manner. The student understands thoroughly the current opportunities and challenges of sustainable development within the tourism industry and in tourism SMEs. All the assignments are performed according to the instructions and deadlines.

Objective

The student creates a strategic marketing plan and carries out a marketing project for a commissioner. He/she learns to create marketing content to a certain target group and to use different digital marketing tools in practice. The student also learns to apply responsible marketing practices and evaluate the results of the project.

Content

• Marketing planning and implementation of a marketing plan
• Digital marketing tools and channels
• Content marketing and storytelling
• Budgeting
• Analysing the results of the marketing project
• Responsible digital marketing and branding
• Legal perspectives of digital marketing (GDPR, IPR)

Location and time

Spring 2025
3.2.-4.4.2025

Materials

Chaffey, D., & Smith, PR (2017). Digital Marketing Excellence (5 th ed.). Routledge

 

Teaching methods

Workshops, a field trip to meet the commissioner, project guiding, presentations

Employer connections

Project work will be conducted in cooperation with the tourism industry in Lapland.

Exam schedules

No exam

International connections

Students will work in a multicultural groups.

Completion alternatives

Project work based on the implementation plan and timetable of the study unit.

Content scheduling

Project work

Further information

Students should have completed the study unit Digital marketing and branding or some other marketing course.
For the project work it is important to take part on the first lecture where the project is kicked off.
During the study unit there is a one day study trip which is mandatory for the students to participate.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner with guidance. He/she is able to create some marketing content and to use some digital marketing tools in practice. The student is aware of responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to create a very good strategic marketing plan and carry out a creative marketing project for a commissioner. He/she is able to create very good marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to create a good strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create good marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to create an excellent strategic marketing plan and carry out an innovative marketing project for a commissioner. He/she is able to create innovative and creative marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

0-5

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required

Assessment criteria, satisfactory (1-2)

Poor (1)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner with guidance. He/she is able to create some marketing content and to use some digital marketing tools in practice. The student is aware of responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student is able to create a strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is somehow able to evaluate the results of the project. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student is able to create a good strategic marketing plan and carry out a marketing project for a commissioner. He/she is able to create good marketing content to a certain target group and to use some digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to create a very good strategic marketing plan and carry out a creative marketing project for a commissioner. He/she is able to create very good marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to create an excellent strategic marketing plan and carry out an innovative marketing project for a commissioner. He/she is able to create innovative and creative marketing content to a certain target group and to use various digital marketing tools in practice. The student applies responsible marketing practices and is able to evaluate the results of the project critically. All the assignments are performed according to the instructions and deadlines.

Objective

The student understands various theoretical approaches to the innovation of high-end destination experiences in tourism. He/she applies the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student takes the significant elements like sustainability, authenticity and storytelling as well as digitalisation into account in the Design Thinking process. He/she learns special features of sustainable pricing of high-end tourism experiences.

Content

• Versatile theoretical and practical approaches to high-end tourism (“luxury tourism”) with case studies
• Design Thinking process
• Designing staged/choreographed/acted high-end experiences in theory and practice
• Sustainability in high-end tourism
• Storytelling, storification and storyscaping in high-end tourism
• Authenticity in high-end tourism
• Digitalization of high-end tourism
• Design tools e.g.
o Design Brief
o Empathised customer personas
o Creative innovation techniques for idea generation
o Design Criteria
o Experience Canvas
o Experiential Journey
o Prototyping and Napkin Pitch
• Mapping sustainable prices for high-end tourism experience products

Location and time

Late Feb/March-April 2025. The Practical Journey: The intensive week in Rovaniemi (21-28.4.2025) and in Kempten UAS, Germany during 21-28.4.2025 + travelling days.

Materials

Brown, T. (2008). Design Thinking. Harvard Business Review. Fesenmaier, D. R. & Xiang, Z.: Design Science in Tourism. Foundations of Destination Management, Springer

Gardiner, S., & Scott, N. (2018). Destination Innovation Matrix: A framework for new tourism experience and market development. Journal of Destination Marketing & Management 10, p. 122–131.

Jernsand, E., Kraff, H. & Mossberg, L. (2015) Tourism Experience Innovation Through Design. Scandinavian Journal of Hospitality and Tourism. Vol. 15, Supplement 1, 98–119

Magadán, M., & Rivas, J. (2018). Innovation, Creativity and Tourism. The Emerald Handbook of Entrepreneurship in Tourism, Travel and Hospitality, 71–88. https://doi.org/10.1108/978-1-78743-529-220181030

Plattner, H, Meinel, C. & Leifer, L. (Eds.) (2016). Design Thinking Research. Taking Breakthrough Innovation Home. Springer

Teaching methods

The study unit is divided in three parts and implemented in cooperation with Kempten and Breda UAS.
1. Theoretical Journey: March till April 2025 incl. reading,online lectures and assignments e.g. online Moodle eExams/quizzes
2. Practical Journey: international intensive study week 5-6 days (excluding the travelling days) in Kempten UAS or Rovaniemi UAS. Design Thinking process with multiple methods, versatile assignments, workshops, groupwork based on a local case study from the working life.
3. Reflective Journey: Final reporting and self- and peer reflectiondeadline after the intensive study week.

Employer connections

Cooperation with Kempten and Breda UAS, multicultural cooperation and intensive study week together. Local case study from the working life.

Exam schedules

To be informed later.

International connections

Cooperation with Kempten and Breda UAS, multicultural cooperation and intensive study week together. Local case study from the working life.

Completion alternatives

In Rovaniemi or in Kempten UAS (the intensive study week in April 2025) other alternatives to be informed later.

Content scheduling

The study unit is divided in three parts and implemented in cooperation with Kempten and Breda UAS.
1. Theoretical Journey: March till April 2025 incl. reading and assignments e.g. online Moodle eExams/tests
2. Practical Journey: international intensive study week 5-6 days (excluding the travelling days) in Kempten UAS or Rovaniemi UAS. Exact dates informed later but as soon as possible. (see: place and time section)
3. Reflective Journey, deadline after the intensive study week

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.

Poor (1)
The student understands only some approaches to high-end experiences in tourism. He/she knows only vaguely the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows only few design tools. The student understands only partly the meaning of elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows only superficially some features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student understands some theoretical approaches to high-end experiences in tourism. He/she knows the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows some design tools. The student understands somehow the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows some special features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3)

Good (3)
The student understands many theoretical approaches to high-end experiences in tourism. He/she is able to well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and takes them into account in the design process. He/she knows well the special features of sustainable pricing of high-end tourism experiences. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student understands very well various theoretical approaches to high-end experiences in tourism. He/she is able to very well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them very well into account in the design process. He/she knows very well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student understands various theoretical approaches to high-end experiences in tourism at an excellent level. He/she is able to fully apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them into account in the design process in a mature way. He/she knows particularly well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student understands only some approaches to high-end experiences in tourism. He/she knows only vaguely the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows only few design tools. The student understands only partly the meaning of elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows only superficially some features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student understands some theoretical approaches to high-end experiences in tourism. He/she knows the meaning of the Design Thinking method in co-designing high-end experiences in tourism and knows some design tools. The student understands somehow the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process. He/she knows some special features of sustainable pricing of high-end tourism experiences. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student understands many theoretical approaches to high-end experiences in tourism. He/she is able to well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and takes them into account in the design process. He/she knows well the special features of sustainable pricing of high-end tourism experiences. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student understands very well various theoretical approaches to high-end experiences in tourism. He/she is able to very well apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them very well into account in the design process. He/she knows very well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

The student understands various theoretical approaches to high-end experiences in tourism at an excellent level. He/she is able to fully apply the Design Thinking method in co-designing staged and choreographed high-end experiences in tourism by utilising versatile design tools. The student understands very well the significance of the elements like sustainability, authenticity and storytelling as well as digitalisation in the Design Thinking process and is able to take them into account in the design process in a mature way. He/she knows particularly well the special features of sustainable pricing of high-end tourism experiences. All the assignments are performed according to the instructions and deadlines.

Objective

The student understands the significance of designing tourism products and services as part of sustainable tourism business. He/she gains knowledge of future-oriented approaches when designing tourism products and services. In addition, he/she familiarises him/herself with sustainable high-end tourism products, circular economy and sustainable innovations. The student knows the key concepts of product and service design in tourism and has basic readiness to design both innovative and experiential products and services by using various design tools and methods. The student takes into consideration networking and sustainable chain management in designing process.

This study unit is interlinked with Sustainable Pricing and Profitability Planning.

Content

• Significance of product and service design as part of sustainable tourism business
• Future-oriented approaches to product and service design in tourism
• Key concepts and various tools related to designing products and services in tourism
o customer persona, experiential customer journey, prototyping, product cards for different use
• Circular economy and sustainable innovations in tourism
• Sustainable high-end tourism products
• Networks and sustainable chain management in tourism
• Practical sustainable design project commissioned by a tourism company/organisation

Location and time

Lapland UAS Rantavitikka Campus, Rovaniemi, Finland
Jan - March 2025

Materials

Lecture handouts

The learning materials will be published during the first day of the study unit.

Some examples of the learning materials: Naturbizz handbook (online), other handbooks and  journal articles related to sustainable service design and product development in tourism, nature and animal-based tourism material which are related to the commission from the tourism industry.

 

Teaching methods

The multi-method pedagogical approach includes versatile methods such as lectures, company visits, seminars and workshops and learning assignments. The specified timetable with the contents of the learning process of six to eight weeks is planned together with the working life and given at the beginning of the study unit. Tutoring and multi- stakeholder assessment of the learning process take place throughout the study unit according to the assessment criteria

Employer connections

Tourism industry based commission for the intensive week.

Exam schedules

Offline Exam in EXAM is in the end of week 6.
Re-examinations (if needed) are decided together with the students.

International connections

There are no direct international connections in this study unit.

Content scheduling

Theoretical Journey Weeks 3 - 6
Practical Journey Weeks 7 - 8
Reflection Journey Weeks 8 - 10

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has a limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has satisfactory knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself superficially in circular economy and sustainable innovations. The student has some difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has a very limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has vague knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself very superficially in circular economy and sustainable innovations. The student has major difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very passively and shows no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student understands very well the significance of service and product design as part of sustainable tourism business. He/she has very good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations very well. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons actively and shows analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands well the significance of service and product design as part of sustainable tourism business. He/she has good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in a good manner in circular economy and sustainable innovations. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons rather actively and shows somewhat analytical, reflective and critical approach in his/her activities. Most of the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent (5)
The student fully understands the significance of service and product design as part of sustainable tourism business. He/she has profound knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations in an excellent manner. The student is able to fully apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

The assessment criteria introduced below are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has a very limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has vague knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself very superficially in circular economy and sustainable innovations. The student has major difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very passively and shows no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has a limited understanding of the significance of service and product design as part of sustainable tourism business. He/she has satisfactory knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself superficially in circular economy and sustainable innovations. The student has some difficulties in applying creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student understands well the significance of service and product design as part of sustainable tourism business. He/she has good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in a good manner in circular economy and sustainable innovations. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons rather actively and shows somewhat analytical, reflective and critical approach in his/her activities. Most of the assignments are performed according to the instructions.

Very good (4)
The student understands very well the significance of service and product design as part of sustainable tourism business. He/she has very good knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations very well. The student is mostly able to apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons actively and shows analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student fully understands the significance of service and product design as part of sustainable tourism business. He/she has profound knowledge of future-oriented approaches to tourism product and service design and related tools and methods. In addition, he/she has familiarised him/herself in circular economy and sustainable innovations in an excellent manner. The student is able to fully apply creative skills to generate innovative ideas in the design process based on the principles of responsible tourism business. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows cost calculation methods and pricing models related to the tourism industry, especially regarding tourism-related SMEs. He/she knows the significance of intermediaries and business networks in sustainable pricing in tourism and is aware of the principles of pricing of high-end tourism experiences. The student knows the importance of commission and VAT calculations in pricing. He/she understands the importance of budgeting and knows various types of budgets. The student understands the significance of profitability in tourism, adaptation of profitability thinking (cost-effectiveness) and she/he knows profitability-related concepts and key-ratios. He/she knows profitability and efficiency analysis and is able to utilize Excel when making calculations.

This study unit is interlinked with Sustainable Product and Service Design

Content

• Different cost calculation methods
• Pricing models and tourism-related pricing
• VAT in pricing
• Intermediaries and networks in pricing as well as commissions in pricing
• Budgeting and different types of budgets
• Profitability thinking
• Profitability and efficiency analysis
• Use of Excel in calculations

Location and time

Lapland UAS, Rantavitikka Campus

Materials

Lecture handouts

The learning materials will be published during the first day of the study unit.

 

Teaching methods

The multi-method pedagogical approach includes methods such as lectures, and workshops and learning assignments. The specified timetable with the contents of the learning process of eight weeks is given at the beginning of the study unit. Tutoring and assessment of the learning process take place throughout the study unit according to the assessment criteria.

Employer connections

Sustainable Pricing is integrated to the commission in which a sustainable tourism service was designed as part of the study unit Sustainable Product and Service Design

Exam schedules

Will be notified in the finalised schedule.

International connections

No international connections.

Content scheduling

During the course Cost accounting, Profitability Planning, Budgeting and Sustainable pricing in tourism.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she knows the choices when making different types of calculations and budgets. He/she understands the importance of intermediaries and networks. He/she can make basic calculations for the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis with assistance by using Excel. He/she understands the options for different types of calculations and budgets. He/she knows the importance of intermediaries and networks. He/she can make basic calculations with assistance in the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to compile the calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can analyse the choices made when making different types of calculations and budgets. He/she can justify the importance of intermediaries and networks as well as take these factors into account when compiling the calculations. He/she can implement calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can explain the choices made when making different types of calculations and budgets. He/she can explain the importance of intermediaries and networks. He/she can make some calculations in the case provided. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel and assess their correctness. He/she can analyse and justify the choices made for the calculations made. He/she can analyse the importance of intermediaries and networks as well as take these factors into account when calculating. He/she can implement and analyse calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis with assistance by using Excel. He/she understands the options for different types of calculations and budgets. He/she knows the importance of intermediaries and networks. He/she can make basic calculations with assistance in the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student is able to make basic calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she knows the choices when making different types of calculations and budgets. He/she understands the importance of intermediaries and networks. He/she can make basic calculations for the case provided. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can explain the choices made when making different types of calculations and budgets. He/she can explain the importance of intermediaries and networks. He/she can make some calculations in the case provided. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student is able to compile the calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel. He/she can analyse the choices made when making different types of calculations and budgets. He/she can justify the importance of intermediaries and networks as well as take these factors into account when compiling the calculations. He/she can implement calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to make calculations related to pricing, costs and budgeting as well as profitability and efficiency analysis by using Excel and assess their correctness. He/she can analyse and justify the choices made for the calculations made. He/she can analyse the importance of intermediaries and networks as well as take these factors into account when calculating. He/she can implement and analyse calculations in the case provided. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows the principles of digital marketing and branding. The student understands various concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. He/she knows the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. The student understands the concepts of customer relationship management (CRM), the responsible digital marketing and branding, as well as legal perspectives of digital marketing.

Content

• Basics of digital marketing
• Basics of branding (brand identity, branding process, brand management)
• Service-dominant logic (SDL), value creation and value co-creation in digital marketing
• Consumer behaviour in digital marketing
• Digital marketing planning
• Digital marketing tools and channels
• Customer relationship management (CRM)
• Responsible digital marketing and branding
• Legal perspectives of digital marketing (GDPR, IPR)
• Cases: platform economy

Teaching methods

Theory lessons, workshops, exam

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student knows somehow the principles of digital marketing and branding. He/she is aware of the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and knows some trends of consumer behaviour in digital marketing. The student understands somehow the role of strategic digital marketing planning in a company and different digital marketing tools and channels. He/she knows some marketing tools and is somewhat aware of the significance of digital environment in marketing. The student is aware of the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student knows only some principles of digital marketing and branding. The student understands only somehow the role of strategic digital marketing planning in a company. He/she knows only some marketing tools and is only somewhat aware of the significance of digital environment in marketing. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student knows well the principles of digital marketing and branding. He/she understands clearly the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. The student understands well the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. He/she knows different marketing tools and is aware of the significance of digital environment in marketing. The student understands well the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student knows the principles of digital marketing and branding. He/she understands the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. The student understands the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. He/she knows different marketing tools and is aware of the significance of digital environment in marketing. The student understands the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student knows the principles of digital marketing and branding at an excellent level. He/she understands holistically the concepts of service-dominant logic (SDL), value creation and value co-creation in marketing and trends of consumer behaviour in digital marketing. The student understands very well the role of strategic digital marketing planning in a company and learns different digital marketing tools and channels. He/she knows different marketing tools and is well aware of the significance of digital environment in marketing. The student understands very well the concepts of customer relationship management (CRM), responsible digital marketing and branding, and legal perspectives of digital marketing. All the assignments are performed according to the instructions and deadlines.

Objective

The student gets familiar with the working life and various policies of the working place which support his/her knowledge and skills. He/she gets experience of basic tasks and duties of the tourism and hospitality industry and is able to see his/her duties as part of the operations of the whole organisation. The student knows various parts of the organisation’s operations and is able to work as a member of a team. He/she adopts a positive service attitude as well as shows responsibility and initiative. He/she sees the importance of the training as part of his/her professional development and is able to set goals for it.

Content

• Training application process
• Documentation needed for recruitment
• Basic duties and tasks in the tourism and hospitality field
• Operations and tasks of the training company/organisation
• Post-documentation of the training

Completion alternatives

Skills Demonstration

Assessment criteria, approved/failed

Pass
The student is able to find the training place independently and to take care of the training process and documentation. She/he knows the objectives of the training and gets information on the operations and personnel structure of the training place. The student is able to work independently and take care of the basic tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a small-scale development plan of a task or process of the training place and implements it if it is possible.

The Training Workbook, Contract and training-related written assignments have been completed in a proper and agreed manner, and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator. All the assignments are performed and returned according to the instructions and deadlines.

Fail (0)
The student is unable to meet the requirements of the Basic Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Pass
The student is able to find the training place independently and to take care of the training process and documentation. She/he knows the objectives of the training and gets information on the operations and personnel structure of the training place. The student is able to work independently and take care of the basic tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a small-scale development plan of a task or process of the training place and implements it if it is possible.

The Training Workbook, Contract and training-related written assignments have been completed in a proper and agreed manner, and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator. All the assignments are performed and returned according to the instructions and deadlines.

Fail (0)
The student is unable to meet the requirements of the Basic Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student is unable to meet the requirements of the Basic Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.

Objective

The student is able to set proper goals for his/her Advanced Training period from the perspective of his/her personal professional development according to his/her career plan. He/she deepens the professional knowledge of his/her duties as a Bachelor of Hospitality Management and applies these professional skills to the working life tasks. He/she is able to work according to creative problem solving and investigative working methods. The student can develop operations of the training place in an evaluative and creative manner.

Content

• Training application process
• Documentation needed for recruitment (and grants)
• Tasks and duties of a more advanced level in the tourism and hospitality field
• Development project
• Post-documentation

Completion alternatives

Skills Demonstration

Assessment criteria, approved/failed

Pass
The student can find the training place independently and take care of the training process and its documentation. She/he knows the objectives of the training and gets information on the specified questions or tasks given before the training period.

The student can work independently and take care of the given tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a development project according to the needs of the training place.

The Training Workbook, Contract, the time sheet for the development project and other training-related written assignments and documentation have been completed in a proper and agreed manner and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator.

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Pass
The student can find the training place independently and take care of the training process and its documentation. She/he knows the objectives of the training and gets information on the specified questions or tasks given before the training period.

The student can work independently and take care of the given tasks and duties of the organisation or company. He/she also knows which skills and qualities still need development. He/she makes a development project according to the needs of the training place.

The Training Workbook, Contract, the time sheet for the development project and other training-related written assignments and documentation have been completed in a proper and agreed manner and they have been approved by the Training Coordinator. The testimonial and assessment from the employer have been returned to the Training Coordinator.

Fail (0)
The student is unable to meet the requirements of the Advanced Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)
The student is unable to meet the requirements of the Advanced Training. He/she is unable to perform the duties and tasks of the training place and does not complete the required assignments. The student does not make or return the required training documents according to the instructions and deadlines.

Objective

The student understands the significance of research and development activity as part of today’s professional expertise in tourism. He/she comprehends the objectives set for a thesis project of the Bachelor of Hospitality Management. The student is familiar with the basic research methods. He/she knows how to take a critical and analytical approach towards research materials and results which are supported by a proper theoretical background.

The student has advanced professional and academic English communication skills. He/she can develop the impact, performance and effectiveness of his/her written and oral communication skills to meet the requirements of the working life. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Content

• Basics of qualitative and quantitative research methods
• Critical retrieval, use, assessment and applications of information from various sources e.g. electronic databases
• Basics of documentation of the thesis process (thesis project plan, thesis report, opponent’s report)
• Lapland UAS referencing
• Lapland UAS thesis template
• Communication styles (incl. academic writing)
• Oral and written presentations

Location and time

At Rantavitikka Campus
In-class teaching
During weeks 40- 47

Materials

• Lapland UAS thesis guide


• Book: Methods for Development Work - New kinds of competencies in business operations by
  
  Teemu Moilanen, Katri Ojasalo, Jarmo Ritalahti


• Lecture handouts and other learning material available on Moodle

Teaching methods

lectures and class exercises, tasks (report polishing, information retrieval, opponent work and 2 exams (one open-book Moodle exam and one EXAM test on research methods)

Employer connections

Practical case studies from the tourism industry.

Exam schedules

Exams during the week 47

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has some knowledge of the basic research methods and knows how to apply them in his/her assignments. He/she has some challenges with a critical and analytical approach towards his/her own materials.

The student has some challenges in his/her professional and academic English communication skills. He/she knows at a basic level how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is mostly able to choose the right communication style depending on different communication channels, situations or target groups. He/she has challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Poor (1)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has only some knowledge of the basic research methods and knows in theory how to apply them in his/her assignments. He/she has major challenges with a critical and analytical approach towards his/her own materials.

The professional and academic English communication skills of the student are at a low level. He/she has challenges with developing the impact, performance and effectiveness of his/her written and oral communication skills. The student has difficulties in choosing the right communication style depending on different communication channels, situations or target groups. He/she has major challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has very good knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has a very good critical and analytical approach towards his/her own materials.

The student has fluent professional and academic English communication skills. He/she knows very well how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Good (3)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has good knowledge of the basic research methods and is able to apply them in his/her assignments. He/she has a critical and analytical approach towards his/her own materials.

The student has good professional and academic English communication skills. He/she knows how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment criteria, excellent (5)

Excellent (5)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has advanced knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has an excellent critical and analytical approach towards his/her own materials.

The student has excellent professional and academic English communication skills. He/she shows expertise in developing the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment methods and criteria

These are the general assessment criteria.

Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, fail (0)

Fail (0)

The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory (2)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has some knowledge of the basic research methods and knows how to apply them in his/her assignments. He/she has some challenges with a critical and analytical approach towards his/her own materials.
The student has some challenges in his/her professional and academic English communication skills. He/she knows at a basic level how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is mostly able to choose the right communication style depending on different communication channels, situations or target groups. He/she has challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Poor (1)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has only some knowledge of the basic research methods and knows in theory how to apply them in his/her assignments. He/she has major challenges with a critical and analytical approach towards his/her own materials.
The professional and academic English communication skills of the student are at a low level. He/she has challenges with developing the impact, performance and effectiveness of his/her written and oral communication skills. The student has difficulties in choosing the right communication style depending on different communication channels, situations or target groups. He/she has major challenges with using a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment criteria, good (3-4)

Very good (4)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has very good knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has a very good critical and analytical approach towards his/her own materials.
The student has fluent professional and academic English communication skills. He/she knows very well how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Good (3)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has good knowledge of the basic research methods and is able to apply them in his/her assignments. He/she has a critical and analytical approach towards his/her own materials.
The student has good professional and academic English communication skills. He/she knows how to develop the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Assessment criteria, excellent (5)

Excellent (5)
The student knows what is required from a thesis project of the Bachelor of Hospitality Management. The student has advanced knowledge of the basic research methods and is fully able to apply them in his/her assignments. He/she has an excellent critical and analytical approach towards his/her own materials.

The student has excellent professional and academic English communication skills. He/she shows expertise in developing the impact, performance and effectiveness of his/her written and oral communication skills. The student is able to choose the right communication style depending on different communication channels, situations or target groups. He/she can use a proper academic style when writing his/her assignments according to the thesis requirements of Lapland UAS.

Objective

The student gets a holistic perception on sustainable entrepreneurship in theory and practice in the tourism and hospitality field. He/she understands the linkages between entrepreneurship and innovations and learns to use the basic foresight tools to awaken his/her proactive and creative mind-set as well as to develop his/her personal innovation skills. In addition, the student familiarises him/herself to current sustainable development tools. Entrepreneurial qualities and skills of the student are also analysed, reflected and promoted consistently towards a sustainable mindset.

Content

• Theories of entrepreneurship from different perspectives
• Understanding linkages between entrepreneurship and innovations
• Sustainability in entrepreneurial actions by utilising current sustainable development tools (e.g. Sustainable Travel Finland)
• Adopting an entrepreneurial attitude as well as a proactive, creative and sustainable mind-set
• Developing one’s own innovative skills by basic foresight tools e.g. hunting weak signals and co-creating future windows
• Analysis of personal qualities and skills from the viewpoint of sustainable entrepreneurship
• Case studies and entrepreneurial stories around the world

Location and time

Autumn Semester 2024 during 4.10 - 1.12.2024
Teaching is partly online and partly in class at the Rantavitikka Campus and/or in tourism businesses in Rovaniemi

Materials

An eBook in Ebook Central: Michael Schaper:Making Ecopreneurs : Developing Sustainable Entrepreneurship

These are examples of potential articles, however, the finalised list of articles is introduced in the beginning of the study unit.

Supportive research on Sustainable Entrepreneurship and Business Practices - Pohjoisen tekijät (pohjoisentekijat.fi)

Renfors, Sanna-Mari 2019. Identification of ecopreneurs’ business competencies for training program development

Schaltegger, S. et al 2016. Business Models for Sustainability: A Co-Evolutionary Analysis of Sustainable Entrepreneurship,Innovation, and Transformation

Sendawula, M. 2018. Adoption of sustainable entrepreneurship in SMEs in developing countries: literature review Yeasmin, N. 2016. The Determinants of Sustainable Entrepreneurship of Immigrants in Lapland: An Analysis of Theoretical Factors

Teaching methods

Learning objectives:

The student gets a holistic perception on sustainable entrepreneurship in theory and practice in the tourism and hospitality field. He/she understands the linkages between entrepreneurship and innovations and learns to use the basic foresight tools to awaken his/her proactive and creative mind-set as well as to develop his/her personal innovation skills. In addition, the student familiarises him/herself to current sustainable development tools. Entrepreneurial qualities and skills of the student are also analysed, reflected and promoted consistently towards a sustainable mindset.

Learning Journey:
- Theoretical Journey incl. lectures and eExam(s) which are related to Assignments 1, 2, 3, 5
- Practical Journey incl. A4: intensive week and Final Presentation
- Reflective Journey incl. A6: self- and peer assessment

Assignment 1: Entrepreneurial traits and potential 10%
Assignment 2: Reading Seminars 20%
Assignment 3: Weak Signals and Futures Windows Workshop 10%
Assignment 4: Intensive week and Final Presentation 35%
Assignment 5: Exams in Exam room (partly open-book) 25%
Assignment 6: Self- and Peer Evaluation P/F

Employer connections

A visit(s) to a sustainable tourism business and/or visiting entrepreneurs at Lapland UAS.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has some difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a basic-level analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows vague critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has only some basic knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has manifold difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student has very limited skills to analyse his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows no critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself very well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows critical, analytical and reflective thinking in all his/her studies. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a fairly reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows somewhat critical, analytical and reflective thinking in his/her studies. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself with current sustainable development tools utilised in tourism and hospitality companies in an excellent manner. The student is able to make a deep, reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows excellent critical, analytical and reflective thinking in his/her studies. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

The assessment of the study unit is based on the learning objectives below:

- Theories of entrepreneurship from different perspectives
- Understanding linkages between entrepreneurship and innovations
- Sustainability in entrepreneurial actions by utilising current sustainable development tools (e.g. Sustainable Travel Finland)
- Adopting an entrepreneurial attitude as well as a proactive, creative and sustainable mind-set
- Developing one’s own innovative skills by basic foresight tools e.g. hunting weak signals and co-creating future windows
- Analysis of personal qualities and skills from the viewpoint of sustainable entrepreneurship
- Case studies and entrepreneurial stories around the world

The assessment of the study unit is based on the learning objectives below:

Assessment criteria, fail (0)

Fail (0)

The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory (2)

The student has satisfactory knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has some difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a basic-level analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows vague critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)

The student has only some basic knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she has manifold difficulties in using basic foresight tools as well as in familiarising him/herself with current sustainable development tools utilised in tourism and hospitality companies. The student has very limited skills to analyse his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows no critical, analytical and reflective thinking in his/her studies. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Very good (4)

The student has very good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself very well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows critical, analytical and reflective thinking in all his/her studies. All the assignments are performed according to the instructions and deadlines.

Good (3)

The student has good knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself well with current sustainable development tools utilised in tourism and hospitality companies. The student is able to make a fairly reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows somewhat critical, analytical and reflective thinking in his/her studies. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)

The student has profound knowledge of sustainable entrepreneurship and innovations and the linkage between them in the tourism and hospitality field. He/she knows how to use basic foresight tools and can familiarise him/herself with current sustainable development tools utilised in tourism and hospitality companies in an excellent manner. The student is able to make a deep, reflective analysis on his/her personal qualities and skills from the viewpoint of sustainable entrepreneurship. The student shows excellent critical, analytical and reflective thinking in his/her studies. All the assignments are performed according to the instructions and deadlines.

Objective

Responsible Destination Management
International Destination Experience Project (project)
The student participates in a group project related to a destination experience development task within the Barents Region or northern Europe. The study unit is project-based, multicultural and international in nature. Participation requires pre-studies and/or previous knowledge on destination management related issues (e.g. Developing Destination Experiences study).

Content

Student
- familiarizes him/herself with the regional tourism destination in question
- identifies existing challenges and opportunities associated with the development of tourism in the regional tourism destination in question
- identifies and evaluates the critical success factors for (cross-border) cooperation
- has an understanding of the destination visitor experience and its relationship to destination branding initiatives
- develops a thematic task in close collaboration with entrepreneurs and other stakeholders in the regional tourism destination in question
Participation requires pre-studies and/or previous knowledge on destination management related issues (e.g. Developing Destination Experiences study unit part).

Location and time

The destination is determined based on the commission.

Materials

The learning material is given in the beginning of the study unit as the contents depend on the commission.

Teaching methods

The study unit consists of three parts:
1. Theoretical Journey which is related to studying theoretical topics related to commission, which varies yearly basis.
2. Practical Journey which is implemented as an intensive course or a study tour
3. Reflective Journey which is for documenting and analysing the experiences during the Practical Journey

Employer connections

The study unit has a commission from tourism industry.

Exam schedules

There is no exam.

International connections

The study unit is connected to an international partner school and/or project.

Completion alternatives

The study unit can be substituted with a similar type of practical project or similar.

Further information

The implementation of the study unit requires travelling and therefore students need to co-finance a part of the expenses. The usual amount of co-financing has been 50 - 100 € depending on the destination and the commission.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Fail (0)
The student does not complete the assignments according to instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Poor (1)
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Only few assignments are performed according to the instructions.

Satisfactory (2)
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Most of the assignments are performed according to the instructions.

Assessment criteria, good (3)

Good (3)
The student has good knowledge of the of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. Most of the assignments are performed according to the instructions.

Very good (4)
The student has good knowledge of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. All the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent (5)

The student has profound and excellent knowledge of the chosen tourism destination. The student knows how to take into consideration all the relevant issues when developing a destination experiences in the chosen tourism destination. The student participates in the study trip, performs actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in all his/her project and team work related activities. All the assignments are performed according to the instructions.

Assessment criteria, fail (0)

The student does not complete the assignments according to instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Satisfactory 2
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Most of the assignments are performed according to the instructions.

Poor 1
The student has basic knowledge of the tourism destination. The student vague understanding how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, however performs quite passively and does not have the ability to apply team work skills in action. Only few assignments are performed according to the instructions.

Assessment criteria, good (3-4)

Good 4
The student has good knowledge of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. All the assignments are performed according to the instructions.

Good 3
The student has good knowledge of the of the chosen tourism destination. The student knows mostly how to take into consideration all the relevant issues when developing destination experiences in the chosen tourism destination. The student participates in the study trip, performs quite actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in most his/her project and team work related activities. Most of the assignments are performed according to the instructions.

Assessment criteria, excellent (5)

Excellent 5
The student has profound and excellent knowledge of the chosen tourism destination. The student knows how to take into consideration all the relevant issues when developing a destination experiences in the chosen tourism destination. The student participates in the study trip, performs actively and is able to apply team work skills in action. He/she shows analytical, reflective and critical approach in all his/her project and team work related activities. All the assignments are performed according to the instructions.

Qualifications

NULL

Objective

The student gets an overall perception in theory and in practice of a tourism company´s strategic management as a key business process which aims at sustainable, future-oriented and competitive business performance. As a result, the student knows how to apply various strategic business development tools in long-term business planning process towards ‘Business Excellence’ within the tourism and hospitality field.

Content

• Basics of strategic management in theory and in practice as a key business process
• Understanding the significance of the current operating environment as well as the significance of foresight, business excellence and corporate social (CSR) responsibility in strategic management as a part of responsible business
• Various strategic business development tools, e.g. Images of Future, Business Model Canvas (BMC) and Balanced Score Card (BSC,) utilised in the strategic planning process
• Creating pre-requisites for responsible, future-oriented and competitive business performance

Location and time

Autumn 2024, weeks 37-46

Materials

Given during the course. 

Teaching methods

In this study unit there are lectures and coaching sessions and workshops. Students will work in project groups with an strategic management assignment.

Employer connections

Working together with the industry with the Sustainable Travel Finland project

Exam schedules

No exam

International connections

Studying in an international student group.

Completion alternatives

Will be fully announced at the beginning of the course.

Content scheduling

Theory lectures
Group work

• Basics of strategic management in theory and in practice as a key business process
• Understanding the significance of the current operating environment as well as the significance of foresight, business excellence and corporate social (CSR) responsibility in strategic management as a part of responsible business
• Various strategic business development tools, e.g. Images of Future, Business Model Canvas (BMC) and Balanced Score Card (BSC,) utilised in the strategic planning process
• Creating pre-requisites for responsible, future-oriented and competitive business performance

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has some difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons rather passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has vague knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has manifold difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very passively and has no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has a very good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows very well how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons actively and shows good analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has a good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows mostly how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons quite actively and shows somewhat analytical, reflective and critical approach in all his/her activities. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound and excellent understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows in an excellent manner how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

1-5, fail

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has vague knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has manifold difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very passively and has no analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has satisfactory knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student has some difficulties to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons rather passively and shows vague analytical, reflective and critical approach in his/her activities. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student has a good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows mostly how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons quite actively and shows somewhat analytical, reflective and critical approach in all his/her activities. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student has a very good understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows very well how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons actively and shows good analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has a profound and excellent understanding and knowledge of strategic management which aims at competitive business performance of a tourism SME in a responsible way. The student knows in an excellent manner how to apply various strategic business development tools in order to improve strategic business planning towards ‘Business Excellence’. The student participates in the contact lessons very actively and shows deep analytical, reflective and critical approach in all his/her activities. All the assignments are performed according to the instructions and deadlines.

Objective

The student knows key processes and the life cycle of project management. He/she identifies key success and failure factors of the project as well as a team building process. The student learns to apply project management as a work method and is able to work in a multicultural team. The student is able to define project goals, create a project work breakdown structure, activity and plan a simple budget. He/she is able to write a small-scale project plan and execute it. The student understands how to evaluate the project. He/she knows the basic working environments and tasks in the tourism and hospitality field.

Content

• Basics of project management (skills and tools)
• Project life cycle principle and project management methods
• Project as a multicultural work environment
• Introduction to a project planning process
• Project plan and project implementation
• Project planning software, for example Trello
• English communication skills (written and oral)
• Basic tasks and work environments in the tourism and hospitality field

Location and time

Rantavitiikka campus in-class teaching and self-study, week 37-44

Materials

General

Helameri, E., Krastina, A. & Raasakka, E. (2022). EU Project Planning and Mangement Handbook. https://issuu.com/lapinamk/docs/d_13_2022_handbook 

Exam material (not exhaustive)

Dandage, R., Mantha, S. S., & Rane, S. B. (2018). Ranking the risk categories in international projects using the TOPSIS method. International Journal of Managing Projects in Business, 11(2), 317-331. Available via the LUC-FINNA search portal. Other material will be provided during the course implementation 

 

Lückmann, P. &  Färber, K. (2016). The Impact of Cultural Differences on Project Stakeholder Engagement: A Review of Case Study Research in International Project Management. Procedia Computer Science, 100,  85-94. 

https://www.sciencedirect.com/science/article/pii/S1877050916322955. 

 

Müller, R. & Turner, R.  (2010). Attitudes and leadership competences for project success. Baltic Journal of Management, 5, 307-329.  

 

Shore, B. & Cross. B. J.(2005). Exploring the role of national culture in the management of large-scale international science projects. International Journal of Project Management, 23 (1),  55-64. https://www.sciencedirect.com/science/article/pii/S0263786304000572 

 

Wells, K. N. & Kloppenborg, T. J. (2019). Project management essentials (Second edition.). Business Expert Press. Chapter 1 and 6, available via the LUC-FINNA search portal. 

 

 

Teaching methods

The learning process is organized through the project work and problem-solving process. It includes teamwork, team tasks, team tutoring, independent studies and knowledge acquisition activities.

Employer connections

-

Exam schedules

First attempt in week 44, second attempt in December 2024, third attempt in January 2025

International connections

-

Completion alternatives

Demonstration of competence (based on studies or working life)

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student is able to determine project management tools as well as create and implement a simple project plan with assistance. He/she knows and understands how to evaluate the results of the project accomplished in the study unit at a satisfactory level. The student has satisfactory skills to work in a multicultural team. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student is able to define project management tools as well as create and implement a simple project plan with assistance. He/she has understanding how to evaluate the project accomplished. The student has challenges with working in a multicultural team. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required.

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is very good at assessing and applying project management tools. He/she is able to create and implement a project plan with the justification required. He/she can very well evaluate the results of the project accomplished in the study unit. The student has very good skills to work in a multicultural team. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student is able to assess and apply project management tools well. He/she can create and implement a project plan independently. He/she is able to explain the evaluation process and knows how to evaluate the results of the project accomplished in the study unit well. The student has good skills to work in a multicultural team. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to critically analyse and apply project management tools in an excellent manner. He/she is able to create and implement a project plan with the required justification based on the research results. He/she is able to analyse the results of the project accomplished in the study unit in an excellent manner. The student is remarkably skilful when working in a multicultural team. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

TEAMWORK:

Project Plan 30 %

Project idea paper 20 %

Project management software video/presentation (pass/fail)

Project result presentation (pass/fail)



INDIVIDUAL

Project example assignment 10%

Exam 40 %

Project Report + Self and peer evaluation (pass/fail)



Active participation in class can positively influence your grade.

Assessment criteria, fail (0)

The student does not complete the assignments/ requirements according to instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.

Assessment criteria, satisfactory (1-2)

1: The student is able explain some project management tools and create and implement a simple project plan with significant assistance.

2: The student is able to distinguish project management tools and create and implement a simple project plan with assistance.

Assessment criteria, good (3-4)

3: The student is able to distinguish project management tools; student is able to create and implement a simple project plan independently.

4: The student is able to distinguish project management tools and give critical analysis on their use; student is able to create and implement a simple project plan independently.

Assessment criteria, excellent (5)

The student is able to critically analyse and apply project management tools. They are able to create and implement a project plan with required justification based on research results.

Objective

The student gets familiar with different types of tourism products and the basics of customer experiences. In addition, he/she understands the concepts of services and meaningful nature-based luxury experiences and is able to distinguish differences between services and meaningful experiences in tourism. The student is able to design different types of tourism services and meaningful experiences by utilising basic design tools.

Content

• Versatile tourism products and related customer experiences
• Introduction to service and meaningful experience design
• Various models of services and meaningful experiences in tourism
• Meaningful nature-based luxury experiences
• Virtual experiences
• Development of Christmas tourism in Rovaniemi – the Hometown of Santa Claus
• Designing and implementing meaningful experiences (project)
• hospitality and hostmanship
• customers’ cultural background and multicultural communication
• design tools, such as customer persona and customer journey

Location and time

Autumn 2024, Rovaniemi.

Materials

Blomme, R. & Melissen, F. 2014. Hospitality experience: An introduction to hospitality management. Houten, The Netherlands: Noordhoff Uitgevers Groningen.

Pine II, B.J. & Gilmore, J. H. 2013. The experience economy: past, present and future.

To be fully announced in the beginning of the study unit.

Teaching methods

Lectures, group work, study trip, written assignment.

Employer connections

Guest lecturer/s and/or alumni visitor/s.

Exam schedules

To be fully announced in the beginning of the study unit.

International connections

International group of students. Cooperation with other international student groups and alumni network.

Completion alternatives

To be fully announced in the beginning of the study unit.

Content scheduling

• Versatile tourism products and related customer experiences
• Introduction to service and meaningful experience design
• Various models of services and meaningful experiences in tourism
• Meaningful nature-based luxury experiences
• Virtual experiences
• Development of Christmas tourism in Rovaniemi – the Hometown of Santa Claus
• Designing and implementing meaningful experiences (project)
• hospitality and hostmanship
• customers’ cultural background and multicultural communication
• design tools, such as customer persona and customer journey

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student has satisfactory knowledge of different types of tourism products and customer experiences. He/she knows somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools on a satisfactory level. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student has vague knowledge of tourism products and customer experiences. He/she understands somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools with guidance. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student has very good knowledge of different types of tourism products and customer experiences very well. In addition, he/she understands concepts of services and meaningful experiences well. The student is able to design meaningful experiences by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student has good knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising the basic design tools. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences very well. The student is able to design meaningful experiences successfully by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Assessment methods and criteria

These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Written Assignment 50 %
Experience Project 50 %
Active participation pass/fail

Assessment criteria, fail (0)

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations enough or at all. He/she does not pass the assignments, tests and/or the exam as required.

Assessment criteria, satisfactory (1-2)

Poor (1)
The student has vague knowledge of tourism products and customer experiences. He/she understands somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools with guidance. The assignments are completed but not always performed according to the instructions and deadlines.

Satisfactory (2)
The student has satisfactory knowledge of different types of tourism products and customer experiences. He/she knows somehow concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising some basic design tools on a satisfactory level. The assignments are completed but not always performed according to the instructions and deadlines.

Assessment criteria, good (3-4)

Good (3)
The student has good knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences. The student is able to design meaningful experiences by utilising the basic design tools. Most of the assignments are performed according to the instructions and deadlines.

Very good (4)
The student has very good knowledge of different types of tourism products and customer experiences very well. In addition, he/she understands concepts of services and meaningful experiences well. The student is able to design meaningful experiences by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student has profound knowledge of different types of tourism products and customer experiences. In addition, he/she understands concepts of services and meaningful experiences very well. The student is able to design meaningful experiences successfully by utilising the basic design tools. All the assignments are performed according to the instructions and deadlines.

Objective

The student develops his/her knowledge and understanding of climate change and importance of biodiversity at a global and local level. The student also understands trends of nature tourism and nature’s role in wellbeing. He/she is able to critically evaluate tourism’s impact on climate change and biodiversity and is able to evaluate products or services that take both aspects into consideration.

Content

• Climate change
• Biodiversity
• Trends in nature tourism
• Nature and wellbeing
• Impact of tourism on climate change and biodiversity
• Evaluating tourism products which have taken into consideration climate change and biodiversity
• Future challenges in tourism related to climate change and biodiversity
• Adaptation and mitigation strategies

Location and time

The course will be organised on Rovaniemi campus in 2024 during weeks 36-43. There will be recorded lectures online and group discussion on campus.

Materials

The material and literature will be handed in the beginning of the course.

Teaching methods

Lectures
Online recorded lectures
Independent knowledge acquisition activities
Individual Assignments
Group discussions
Group assignments
Exams

Content scheduling

20 hours of group discussions
12 hours of online lectures
97 hours of independent work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (2)
The student understands how climate change and biodiversity impact the planet and the tourism industry. He/she is able to apply the knowledge that can be used to enhance tourism operators’ ecological sustainability and use nature as a form of wellbeing. The student understands the basic concepts and tools of climate change and biodiversity and is able to apply them in the tourism field. The student understands his/her own actions in ecological wellbeing of the planet. The assignments are completed but not always performed according to the instructions and deadlines.

Poor (1)
The student understands how climate change and biodiversity impact the planet and the tourism industry. The student understands the basic tools that can be used to tackle the climate change and loss of biodiversity, especially in the tourism field. The student has a limited understanding of his/her own actions in ecological wellbeing of the planet. The assignments are completed but not always performed according to the instructions and deadlines.

Fail (0)
The student does not complete the assignments according to the instructions or does not attend the learning situations at all. He/she does not pass the assignments and/or the exam as required.


These are the general assessment criteria. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.

Assessment criteria, good (3)

Very good (4)
The student is able to evaluate how climate change and biodiversity impacts the tourism sector and is able to choose, defend and critique tools and methods that can be used to tackle the climate change and biodiversity loss, especially from the perspective of the tourism sector. He/she is able to critically evaluate nature’s role as a form of wellbeing. The student has a very good understanding of his/her own actions in ecological wellbeing of the planet. All the assignments are performed according to the instructions and deadlines.

Good (3)
The student understands and is able to analyse how climate change and biodiversity impacts the tourism sector. He/she is able to analyse and compare different methods that can be used to enhance tourism operators’ ecological sustainability. The student is able to analyse concepts and tools of climate change and biodiversity and is able to choose and apply the most suitable ones in the tourism field. The student is able to analyse how nature can be used as a form of wellbeing. The student has a good understanding of his/her own actions in ecological wellbeing of the planet. Most of the assignments are performed according to the instructions and deadlines.

Assessment criteria, excellent (5)

Excellent (5)
The student is able to investigate how climate change and biodiversity impacts the tourism sector and is able to choose, defend and critique tools and methods that can be used to tackle the climate change and biodiversity loss, especially from the perspective of the tourism sector. The student is able to utilize concepts and tools of climate change and biodiversity management to create new and innovative ways how nature can be utilized in creating wellbeing sustainably. The student has an excellent understanding of his/her own actions in ecological wellbeing of the planet. All the assignments are performed according to the instructions and deadlines.