Course List - Degree Programme in International Business Management Valid from autumn 2014 Degree Programme in International Business Management (Master) Code ECTS credits Compulsory Advanced Professional Studies CAPS 45 Common Master Studies 30 Tools for Analysing and Forecasting 5 Applied Research and Development 5 Project Management 5 Strategy in Practice 5 Leading Change 5 Leadership Communications 5 Degree Programme Specific Studies 15 Leadership in the Knowledge Economy 5 International Talent Management 5 Internationalization of the Firm 5 Elective Advanced Professional Studies EAPS 10 Strategic Alliances, Mergers and Acquisitions 5 Business in Emerging Markets 5 Global Business Management Simulations 5 International Marketing 5 Leading by Branding 5
Knowledge Management 5 Cultural and Economic Geography 5 Conducting Quantitative Research 5 Economics of Global Business Environment 5 Silicon Valley Study Tour 5 Hong Kong Tour 5 Free-Choice Studies Blogging and Social Media Marketing 5 Mindfulness and Creativity 5 Master's Thesis Work Development Project (including Workshops 1 & 2 and maturity test) 30 90 For studies started before autumn 2014 Degree Programme in International Business Management (Master) Code ECTS credits Compulsory Advanced Professional Studies (CAPS) and Workshops CAPS 30 Conducting Qualitative Research 5 Conducting Quantitative Research 5 Project Management 5 Strategy in Practice 5 People and Organizations: 5
International Talent Management (A) and Communities of Practice (B) Workshop 1: Orientation to CAPS and Thesis Idea 1 Workshop 2: Emerging Themes in International Business and Thesis Plan 2 Workshop 3: Maximizing Your Strengths as a Manager and Personal Study Plan 2 Workshop 4: Orientation to EAPS and Emerging Markets and Thesis Progress Report 1 1 Workshop 5: Global Branding and Thesis Progress Report 2 2 Workshop 6: Current International Business Topics and Thesis Progress Report 3 2 Elective Advanced Professional Studies (EAPS) EAPS 25 Internationalization of the Firm 5 Strategic Alliances, Mergers and Acquisitions 5 Knowledge Management 5 Business in Emerging Markets 5 Cultural and Economic Geography 5 Economics of Global Business Environment
Wenger, E. & McDermott, R. & Snyder, W. M. 2002. Cultivating Communities of Practice. Harvard Business School Press. (Compulsory!) selected articles/cases appointed by the teacher Assessment criteria The course is evaluated on scale 1 to 5 (where 5 is the best). The assessment criteria are presented below regarding three areas, such as knowledge, skills, and competencies. Grade/ Learning outcomes 1 (minimum 40% competence level) 3 (minimum 70% competence level) 5 (minumim 90% competence level) Knowledge The student can identify, list, and combine the main leadership theories and concepts. The student can describe the relevant leadership theories and concepts and is able to apply them to new contexts. The student can link the key theoretical concepts to the practical task to present the big picture. The student uses and combines different leadership theories and concepts, develops own models. His/her use of theory and specific terminology is very accurate. The student is aware of different views of leadership, and compares different models, theories and viewpoints. Skills With great difficulty and under strict supervision, the student partly collects, poorly analyzes, and partly uses relevant research findings to conduct the The student can collect, partly analyze and partly use relevant research findings to accomplish the course assignments at a beginner’s level. The student is able to collect, analyze and use relevant research findings to accomplish the course assignments at a high professional level. The student demonstrates
Contact lessons 32 h Guidance 3 h Independence studies 99 h The assessment of one’s own learning 1 h Teacher responsible Madeleine Vakkuri, MSc Course materials Khana & Palepu. 2010. Winning in Emerging Markets: A Roadmap for Strategy and Execution. Harvard Business Press. Reading package or links to reading material provided by the lecturer and placed in Moodle. Note: The reading material is subject to the students' topic interest. Assessment of Learning Outcomes and Criteria Grade/ Learning Outcomes 1/Min. 40% competence level 3/Min. 70% competence level 5/Min. 90% competence level Knowledge The participant has limited understanding of the concepts and theories underlying the changing & challenging nature of the business landscape and their implication when doing business in emerging markets. The participant understands partially the concepts and theories underlying the changing and challenging nature of the business landscape and implication when doing business in emerging markets The participant understands fully the concepts and theories underlying the changing nature and challenges of the business landscape and their implication when doing business in emerging markets Skills The student has limited capability to research & identify best / attractive practices for doing business in emerging The student is partly capable of researching & identifying best/attractive practices for doing business in emerging The student is fully capable of conducting research and identifying best/attractive practices for doing business in
strict supervision, the student partly collects, poorly analyzes, and partly uses relevant research findings to conduct the course project for a client company at a beginner’s level. Student knows how to use certain international marketing tools. and partly use relevant research findings to accomplish the course project for a client company at a beginner’s level. Student is able to choose the relevant tools, methods, and frameworks to the specific situation and context. analyze and use relevant research findings to accomplish the course project for a client company at a high professional level. Student demonstrates excellent skills to choose the appropriate tools, methods, and frameworks that are relevant to the course project. Competencies With great difficulty and under strict supervision, the student is able to complete tasks. S/he poorly applies the concepts, tools, and theories to international marketing projects. S/he can conduct qualitative research with the help of the supervisor. The student is able to work relatively independently with a client company in a team. S/he is able to apply concepts, tools, and theories to international marketing projects. S/he can conduct qualitative research relatively independently from the supervisor. The student is able work very professionally and independently with a client company in a team. S/he can fully apply the learned concepts, tools, and theories to international marketing projects. S/he can conduct research in international marketing at a highly professional level and in an innovative way.
Assessment components and their respective weights Virtual theme discussions 75% Concept maps 25% Self-assessments Accepted/Failed Contact teacher Matti Helelä, Pasila, box 27 Phone and WhatsApp +358 40 488 7073 Assessment criteria The course is evaluated on scale of 1 to 5 using the following criteria. Table 1. Assessment Criteria for Leading by Branding Knowledge Skills Competence 5 I can fully understand and very clearly describe branding as a strategic tool for business management, leadership and marketing. My real-life examples supporting or challenging the theory are relevant and accurate. I use and combine different brand theories to present my own models. I am aware of other views of the knowledge I present. My use of theory and specific terminology I explain the big picture in branding so clearly and logically that the others learn a great deal from me. I contemplate my learning process, explaining how the material has affected my thinking. I use the viewpoints of other students to enhance my own thinking and I see the connection between different perspectives. I always generate new and useful I question different viewpoints and argue my opinions and ideas very clearly, so that the others understand my perspective. Reasoning is always visible in my talk. I justify my challenges and offer alternative hypotheses. I share my reasoning behind my talk. I can move between different perspectives and try them. If needed, I can adopt another person’s perspective and evaluate it
branding as a strategic tool for business management, leadership and marketing. I can describe the relevant brand concepts and apply them to new contexts. I can link the key theoretical concepts to the practical task to present the big picture. of theoretical brand concepts is sometimes defective where deeper knowledge is concerned. different viewpoints. My argumentation is mostly logical. I often succeed in making my point clear to the others. I can make logical categorizations and explain them quite clearly. I can often come up with relevant problems and find relevant solutions. 2 I can partly understand and partly describe branding as a strategic tool for business management, leadership and marketing. I can describe the most relevant brand concepts and partly apply them to new contexts. I can only partly explain the practical task with the key theoretical brand concepts. I have difficulty explaining my learning to the others. I sometimes generate new ideas and question other students’ perspectives, showing effort in doing my best. My argumentation is often logical and I try my best to improve it. Sometimes I can come up with logical categorizations and relevant problems. 1 I can partly understand but only poorly describe branding as a strategic tool for business management, leadership and marketing. I can identity, list and I can only partly describe the brand theory but I have major difficulty in explaining the practical task by using the relevant theoretical concepts. I sometimes but seldom generate new ideas and question other students’ perspectives. I sometimes ask questions when I don’t understand. My argumentation is often
40 h Independent study The assessment of one´s own learning Recognition of prior learning (RPL) Not applicable. Teacher responsible Jakubik, Dr. Sc. (Econ), Pasila Course materials Dalkir, K. 2011. Knowledge Management in Theory and Practice. 2nd edition. The MIT Press. Cambridge, Massachussets. (suggested) Jashapara, A. 2004. Knowledge Management. An Integrated Approach, Harlow: Financial Times, Prentice Hall. (Compulsory) Additional readings will be provided in Moodle. Cases and selected readings provided by the tutor Assessment criteria The course is evaluated on 1 to 5 (where 5 is the best). The assessment criteria are presented below regarding three areas, such as knowledge, skills, and competencies. Learning outcomes 1 (minimum 40% competence level) 3 (minimum 70% competence level) 5 (minimum 90% competence level) Knowledge The student can identify, list, and combine the main theoretical knowledge concepts. The student can describe the relevant knowledge management concepts and them to new contexts. The student can link the key theoretical concepts to the practical task to present the big picture. The student uses and combines different knowledge management concept and theories, develops own models. His/her use of theory and specific terminology is very accurate. Student is of different views of knowledge, and compares different models,
theories and viewpoints. Skills With great difficulty and under strict supervision, the student partly collects, poorly analyzes, and partly uses relevant research findings to conduct the course project for a client company at a beginner’s level. Student knows how to use certain KM tools. The student can collect, partly analyze and partly use relevant research findings to accomplish the course project for a client company at a beginner’s level. Student is able to choose the relevant tools, methods, and frameworks to the specific situation and context. The student is able to collect, analyze and use relevant research findings to accomplish the course project for a client company at a high professional level. Student demonstrates excellent skills to choose the appropriate tools, methods, and frameworks that are relevant to the course project. With great difficulty and under strict supervision, the student is able to complete tasks. S/he poorly applies the concepts, tools, and theories to knowledge projects. S/he can conduct qualitative research with the help of the supervisor. The student is able to work relatively with a client company in a team. S/he is able to apply concepts, tools, and theories to knowledge management projects. S/he can conduct qualitative research relatively from the supervisor. The student is able work very and with a client company in a team. S/he can fully apply the learned concepts, tools, and theories to knowledge management projects. S/he can conduct qualitative research in KM at a highly professional level and in
Knowledge The student can identify, list, and combine the main quantitative research concepts. The student can describe the relevant quantitative research concepts and apply them to new contexts. The student can link the key concepts to the practical task to present the essential findings. The student uses and combines different quantitative research concepts and develops own models. His/her use of theory and specific terminology is very accurate. Student is aware of different research philosophies, and compares different models, theories and viewpoints. Skills At a beginner’s level and with under strict supervision, the student manages to collect, analyze and report the course project. Student knows how to use certain quantitative research concepts. The student can collect, partly analyze and interpret the relevant research findings. Student is able to choose the relevant tools, methods, and frameworks to the specific situation and context. The student is able to collect, analyze and interpret the relevant research findings at a professional level. Student demonstrates excellent skills to choose the appropriate tools, methods, and frameworks that are relevant to the course project. Competencies With difficulty and under strict supervision, the student is able to complete tasks. S/he The student is able to work relatively independently with a client company in a team. S/he is able to apply concepts, The student is able work very professionally and independently with a client company in a team. S/he
Ghauri, P. & Gronhaug, K. 2010. Research methods in business studies. 4th ed. Prentice Hall. Harlow. Janssens, W., Winjen K., De Pelsmacher & P. & Van Kenhove, P. 2008. Marketing research with SPSS. Prentice Hall. Harlow. Malhotra & Birks. 2008. Marketing Research: An Applied Approach. 3rd ed. Pearson Education. Harlow. Other materials and handouts are listed by the lecturer. Assessment criteria The course is evaluated on scale 1 to 5 (where 5 is the best). The assessment criteria are presented below regarding three areas, such as knowledge, skills, and competencies. Grade/ Learning outcomes 1 (minimum 40% competence level) 3 (minimum 70% competence level) 5 (minumim 90% competence level) Knowledge The student can identify, list, and combine the main quantitative research concepts. The student can describe the relevant quantitative research concepts and apply them to new contexts. The student can link the key concepts to the practical task to present the essential findings. The student uses and combines different quantitative research concepts and develops own models. His/her use of theory and specific terminology is very accurate. Student is of different research philosophies, and compares different models, theories and viewpoints. Skills At a beginner’s level and with under strict supervision, the student manages to collect, analyze and report the course The student can collect, partly analyze and interpret the relevant research findings. Student is able to choose the relevant tools, methods, and The student is able to collect, analyze and interpret the relevant research findings at a professional level. Student demonstrates excellent
project. Student knows how to use certain quantitative research concepts. frameworks to the specific situation and context. skills to choose the appropriate tools, methods, and frameworks that are relevant to the course project. Competencies With great difficulty and under strict supervision, the student is able to complete tasks. S/he poorly applies the concepts, tools, and theories to the quantitative research projects. S/he can conduct quantitative research with the help of the supervisor. The student is able to work relatively independently with a client company in a team. S/he is able to apply concepts, tools, and theories to the quantitative research projects. S/he can conduct quantitative research relatively independently from the supervisor. The student is able work very professionally and independently with a client company in a team. S/he can fully apply the learned concepts, tools, and theories to quantitative research projects. S/he can conduct quantitative research at a highly professional level and in an innovative way. Assessment components and respective weights Inquiry on participants’ skills - Passed/Failed Pre-assignment 10% Attendance 10% Assignments 40% Exam 40% All components need to be passed. will be no extra assignments given to compensate absence. The assessment of one's own learning does not influence the course grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed on an E-form. Economics of Global Business Environment
Skills The student -is capable of analyzing some of the effects of the economic environment on the firm The student - is capable of analyzing effects of macroeconomic development international trade as well as international finance on the firm. The student - can analyze potential opportunities and threats in the economical environment for the firm. The student - understands news related to economics - where to look for economics related information The student - feels comfortable with economics related topics within a team - can make suggestions for preventive and corrective measures The student - can guesstimate developments in the uncertain economic environment - can take preventive and corrective action. Assessment components and their respective weights Attendance, article summaries and their discussions 30% Individual and / or group assignments 30% Examination 40% Course reflections (to be submitted in Moodle Passed/Failed) Self-assessment of one's own learning on E-Form 0% The course will be assessed in a of 1 to 5, where 5 is the best. To receive the credits all parts need to be passed. No additional assignments will be given to compensate absences. The self-assessment of learning does not have an impact on the grade and it is the same for all courses/modules. Your assessment will be used for course/module development. The assessment is completed online on E-Form. Silicon Valley Study Tour Code: MGT4LG207 Extent: 5 ECTS (135 h) Timing: 3rd or 5th semester Language: English Level: Advanced Professional Studies Type: Elective