Study Guide

Objective

Student is able to develop a competitive product or service concept.
He / She is able to
- is able to use productization as a tool for development
- is able to define the content, structure and service process of a service/product
- knows how to standardize a service/product, methods and procedures, and the systematic customer encounters related to the service
- is able to concretize a service/product into a functional entity available
- is able to price a service/product and understands how productizing affects pricing.

Materials

Healing Jari - Productization https://aaltodoc.aalto.fi/bitstream/handle/123456789/16523/isbn9789526062181.pdf

In addition, students can independently apply for reading material during the course, for example Johannes Partanen's "1000 Best Books in the World". https://teimiakatemia.com/wp-content/uploads/2022/04/Book-books-2022-23-Johannes-Partanen.pdf?vgo_ee=C0vXWDI4RLC09mrE7yJJdjdfwmy%S

Teaching methods

The student actively develops either the cooperative's own or the client's business idea. The student utilizes methods for productization in the development of a product or service towards a finished product or service. The student reads the agreed books and other materials. Students are actively looking for the information they need.

Exam schedules

Students demonstrate their learning throughout the course at their co-operative and BusinessAcademy.

International connections

The course is implemented in the BusinessAcademy team learning environment. The BusinessAcademy uses a four-wheel drive model that includes training, projects, reading, and a learning agreement. Students learn the ways and concepts of the work community in a team and through work-life-oriented tasks.

Completion alternatives

Intended for students working in Business Academy co-operatives

Student workload

Tasks according to the four-wheel drive model. The total workload for five credits is about 135 hours: there must be at least 100 hours of work (active hours, training, reading circles, reporting in the form of a portfolio), plus information gathering 35h. The student's workload is based on information gathering, active working hours, weekly training sessions and read books/materials. Participation in training is mandatory. If, for some reason, a student does not make it to the trainings of their own team, the absence is compensated by participating in the trainings of one of the parallel groups. Students keep a record of their working hours in hourly accounting. The credits are formed based on the number of hours completed and the outputs achieved.

Students reflect on their own career development in their portfolio and update their career plans e.g. through video, written reflection or other means.Students will read and reflect on at least 1 book or similar material (articles, TED Talks, etc.) per 5 OP. Reflection is made into your own portfolio

Evaluation scale

H-5

Assessment methods and criteria

Students receive feedback on their activities from customers, peers and a coach. He also conducts continuous self-evaluation and reflection of his actions. The assessment focuses on the student's activities in the team and projects. Students prepare a portfolio of their activities and outputs. The portfolio includes his hourly accounts, book reflections, and outputs from activities (documents, reports, images, links, videos, etc.). The student insures his/her knowledge and learning with his/her portfolio and report.

Assessment criteria, fail (0)

The requirements are not met.

Assessment criteria, satisfactory (1-2)

The student participates in the planning and implementation of the coaching together with the coach and assistant coach team. The student acts independently, however, relying on the instructor. The student takes care of assistant coach duties, but the activity is successful in varying ways.

Assessment criteria, good (3-4)

The student participates actively in the planning and implementation of the coaching together with the coach and assistant coach team. Being an assistant coach is goal-oriented and consistent. Collaboration with the coach and assistant coach team is smooth.

Assessment criteria, excellent (5)

The student participates actively and develops activities in the planning and implementation of coaching together with the coach and assistant coach team. Being an assistant coach is goal-oriented, consistent and productive. Collaboration with the coach and assistant coach team is smooth. The operations of the BusinessAcademy are developing and practices are improving by the assistant coach.

Objective

Student is able to develop a competitive product or service concept.
He / She is able to
- is able to use productization as a tool for development
- is able to define the content, structure and service process of a service/product
- knows how to standardize a service/product, methods and procedures, and the systematic customer encounters related to the service
- is able to concretize a service/product into a functional entity available
- is able to price a service/product and understands how productizing affects pricing.

Evaluation scale

H-5

Objective

Student is able to develop a competitive product or service concept.
He / She is able to
- is able to use productization as a tool for development
- is able to define the content, structure and service process of a service/product
- knows how to standardize a service/product, methods and procedures, and the systematic customer encounters related to the service
- is able to concretize a service/product into a functional entity available
- is able to price a service/product and understands how productizing affects pricing.

Materials

Learning materials are indicated throughout the:
- planning and implementation of trainings and reading cricles
- monday team meetings
- learning agreement
Selection of high quality readings is done at the begining of the semester.

Teaching methods

Business Academy is a learning environment which building blocks are:
1. Training Sessions: Each team has training sessions twice a week. The contents and topics come from the team’s own business and learning goals. Training sessions are students’ active learning by innovative methods. The planning, preparing and implementation are students’ responsibility.
The coach supports and enhances the learning in the training sessions, in which knowledge is shared, built and deepened. The requirement level in training sessions grows as the learning progresses.
2. Reading Circles: Every students prepares for the Reading Circle by choosing the topic area as well as a book that boosts both the business and the learning. The book should be read and the relevant tasks should be done before the Reading Circle in which the lessons learnt are discussed and shared. The personal reflections are elaborated further and a common product that summarizes and supports the learning is made.
3. Learning Agreement: The Learning Agreement crystalizes student’s prior experience, current state, goals and ways to measure them. The students tries to actively reach the set goals and develops him/herself towards the chosen career.
4. Project Work/Running Business: The student team sets up a co-operative company and develop the business according to their own plans. Knowledge and skills are put to direct and immediate action. Continuous feedback helps the students to learn and develop further.
5. Markets/Customers: Student-teams operate in open business markets. Genuine customer contacts and co-operations with companies make it possible to apply the theories in action.
6. Networking: Students have excellent opportunities to build relationships and networks with business decision-makers, stakeholders and partners during their BusinessAcademy studies.
7. Coach: The students are supported in finding their best way of learning by their team coach. The basic role of the team coach is to support the team and its individual members to learn and develop themselves, so eventually everyone can find his/her own way. Hence the concept: guided self-organized learning. The team coach has the most important role in the educational program.
8. Team: The team is the most important learning unit. Team-learning gives possibilities to become a versatile business expert. The team starts a company creates its own business and is responsible for theoretical learning process. The coach supports and challenges the team which co-works with other teams.
9. Feedback, Evaluation and Continuous Development: Continuous feedback is part of BusinessAcademy best practices. Each project and learning situation is analyzed by using a four-square model. Based on the feedback and assessment learning is summarized and adjusting actions points and /or development ideas are agreed.
Teaching methods include:
Problem based learning.
Student centered flipped classroom.

International connections

Collaboration with CARPE members, with own campus Erasmus students, with Salo Campus Erasmus students. with the international affairs (e.g. internaitonal week). Working on import and export projects.

Completion alternatives

The student can speciify in its learning agreement the importance of achievements done either uindividually or in the context of a team. Work may be achieved through the organisation team or project sub-teams.

Student workload

On a 5 ECTS workload basis. on average, the workload unfolds as follows:
Lectures, project meetings: 45 h
Study Guidance: 20 h
Self Learning, project work: 70 h

Further information

Academic studies in Business Academy model are based on active learning process as individual and as part of a team. The elements of the learning process are intertwined, i.e. both theory and tools are learned by activating methods in training sessions and reading circles. The theories are put in immediate action in each co-operative’s business. The reflections of business, continuous feedback and development enhance deeper learning and bring up new needs for further theoretical learning. Positive cycle and the flow-feeling of doing business yield more knowledge, skills and competences. In Business Academy model learning is both theoretical and practical.

Evaluation scale

H-5

Assessment methods and criteria

The student is evaluated based on the development of the student s own Portfolio. The semester portfolio is an organized presentation of an individual's acquired knowledge, developed attitudes, developed skills, and developed competences in the matter of evaluation, Concretely it is everything that has been thought-through, achieved, executed or learnt by the participant in the topic of evaluation.
Productization refers to:
- New product development (strategy and process)

Assessment criteria, fail (0)

The participant fails to commit to acquiring the knowledge, fails to developing the skills and attitude and consequently fails to building the competence in the topic. The participant is not able to demonstrate having acquired the necessary theoretical knowledge nor having developed the competence By the mean of individual achievement, training preparation, team collaboration or project work.

Assessment criteria, satisfactory (1-2)

1 -2, the student is able to:
-work actively to generate value in one of the new product development stage
-understands the main concepts related to new product development
-cope with flexibility against problems during the new product development process
-understand and identify market opportunities and customer needs

Assessment criteria, good (3-4)

Grade 3 - 4, the student is able to
-work proactively in relation to multiple stages of the new product development process
-resolve efficiently problems during the new product development process
-make use of established managerial tools during the new product development process
-develop and use the organisation's network to satisfy new product development stages requirements

Assessment criteria, excellent (5)

Grade 5, the student is able to
-work creatively in relation to the whole new product development process
-identify elements of innovation during the productization process
-define a new product development strategy with considerations on the organisation's portfolio and with the objective of gaining competitive advantage
-combine theories, outcomes of training sessions and personal experiences during the new product development process
-anticipate problems during the new product development process