Study Guide

Objective

Upon completion of this course, the students will be able to:
• conclude the societal determinants of wellness tourism and other wellness related products and services
• recognize national and international wellness business models and determine their segments
• classify customer needs and the corresponding supply

Content

• Determinants explaining the wellness demand
• Wellness business models and segments
• Wellness customer behavior

Materials

The learning materials will be available in itslearning LMS or in Internet, Finna or Theseus.

Reading materials for the exam will be announced about one month before the exam.

Teaching methods

The learning methods support Innovation pedagocy (see below). In this cource we have e.g. key-notes, activating methods and (reading) tasks during class and remote, and project work.

Exam schedules

Course exam on 13th November and two retake possibilities to be announced later when needed.

International connections

The pedagogical approach at Turku UAS is called Innovation pedagogy or "Innopeda" for short. It is a learning approach based on experimentation, sharing knowledge and expertise and combining different perspectives. Innovation pedagogy is based on workplace orientation and cooperation, internationality, entrepreneurship and systemic thinking.

In the future, you will need not only the core skills you study, but also the innovation competences needed in all business sectors. You will also be expected to show creativity and initiative, but also critical thinking and the ability to work in teams and networks. You will actively practice all of these during this cource.

More about Innopeda at https://innopeda.turkuamk.fi/

Completion alternatives

None

Student workload

This course is 5ects = about 135hrs of student work as follows:

Independent/remote work: project team work, preparing for reading tasks/pre assignments, preparing for the exam etc. 83hrs
Onsite: 52hrs according week schedule: lectures, information search and discussions, project work, project tutoring, exam, wellness event etc.

Content scheduling

Timetable and themes:
4.9.23: Implementation plan, key terms, classifications and models, Telle Tuominen
11.9.23: Determinants of wellness mega trend, Telle Tuominen
18.9.23: Wellness tourism, Telle Tuominen
25.9.23: Physical activity, Healthy Eating, Afrisa Kapella
2.10.23: Mental Wellness, Irina Katajisto-Korhonen
9.10.23: Project kick-off, building project organisation for the wellness event, ideation
Week 42: Remote, independent work (project ideation)
23.10.23 Nature-based wellness, Esko Sorakunnas; project plan, Telle Tuominen
30.10.23 Nature-based wellness, Esko Sorakunnas; project work, Telle Tuominen
6.11.23 Digital Health and Wellness Technologies, project interim reporting, Telle Tuominen
13.11.23 Exam, Telle Tuominen
20.11.23: Workplace wellness, Timo Halttunen; project tutoring
27.11.23: Project/testing wellness event & improvements, Telle Tuominen
4.12.23: wellness event, event and course feedback & conclusions, self- and peer review

Project WELLNESS EVENT:
The group sets targets and defines the project context according to the curriculum objectives and teacher instructions. The group organizes itself appropriately. It creates a detailed project plan for the execution of the project event. It uses relevant research methods, testing and theoretical knowledge base to design a customer-centered, multi-faceted wellness event.

Further information

its and emails

Evaluation scale

H-5

Assessment methods and criteria

Exam in small groups, scale 0 - 5, 50 % of total grade
Wellness event project (project master plan, sub team plans, event marketing, event consisting e.g. of "wellness services in action" and info flashes, feed back form, final wellness event product description etc.), scale 0 - 5, 50 % of total grade
Reading tasks/pre assignments: fail/accepted

Assessment criteria, fail (0)

The student has not completed all the outcomes of the course.

Assessment criteria, satisfactory (1-2)

Project work:
The student/the group of students makes little use of the knowledge base, tutor and peer feedback and the work is fragmented. The student/group has defined objectives in line with the project instructions and the curriculum, but only partially achieves them. The output is mainly based on fragmented, performative work, not on planned development work and a reasoned application of the relevant knowledge base. The final output is confused and unfinished.

Assessment criteria, good (3-4)

Project work:
The student/the group of students works in a fairly proactive and coordinated way towards the objectives of the project and the course, and is able to share knowledge within the group to some extent, as well as to make use of tutor and peer feedback. The student/group makes some legitimate use of the relevant knowledge base and the work is at times systematic, critical and generative of some new ideas. The output is largely justified by the knowledge base and reflects the skills needed in wellness industry. The student/the group performs well in its area of responsibility in organising the event.

Assessment criteria, excellent (5)

Project work:
The student/the group works in an active and coordinated way, in dialogue with each other, drawing on each other's expertise, teacher and peer feedback. The knowledge base is broad and the sources relevant to the objectives. Theory and method(s) are applied successfully and justifiably throughout the project work. The end result is customer-oriented, innovative and professional.

Objective

Upon completion of this course, the students will be able to:
• conclude the societal determinants of wellness tourism and other wellness related products and services
• recognize national and international wellness business models and determine their segments
• classify customer needs and the corresponding supply

Content

• Determinants explaining the wellness demand
• Wellness business models and segments
• Wellness customer behavior

Materials

The learning materials will be available in itslearning LMS or in Internet, Finna or Theseus.
Exam materials to be announced in the beginning of the course.
Dvorak, D., Saari, S. & Tuominen, T. (eds.) 2014. Developing a Competitive Health and Well-being Destination (https://julkaisut.turkuamk.fi/isbn9789522165404.pdf)
Global Wellness Institute. 2020 Compendium: Resetting the world with wellness.
Global Wellness Institute. 2021. The Global Wellness Economy: Looking Beyond Covid.
Kazakov, S. and Oyner, O. (2021), "Wellness tourism: a perspective article", Tourism
Review, Vol. 76 No. 1, pp. 58-63. https://doi.org/10.1108/TR-05-2019-0154.
Pentinpuro, R.-L.2021. Luksuspalveluelämyksen kehittäminen: Case Kuru-Resort.
(https://urn.fi/URN:NBN:fi:amk-202105118235)
Seitsonen, T. 2021. Wellness osaksi museon tarjontaa: case Luostarinmäki.
(https://urn.fi/URN:NBN:fi:amk-2021121325493)

Teaching methods

The methods used are those that support Innopeda. In this particular case we have key-notes, activating methods during class, project work and visitors.

Exam schedules

Course exam day and two retake possibilities to be announced in the beginning of the course.

International connections

The pedagogical approach at Turku UAS is called Innovation pedagogy or "Innopeda" for short. It is a learning approach based on experimentation, sharing knowledge and expertise and combining different perspectives. Innovation pedagogy is based on workplace orientation and cooperation, internationality, entrepreneurship and systemic thinking.

In the future, you will need not only the core skills you study, but also the innovation competences needed in all business sectors. You will also be expected to show creativity and initiative, but also critical thinking and the ability to work in teams and networks. You will actively practice all of these, but with a different emphasis in each course, throughout your studies.

More about Innopeda at https://innopeda.turkuamk.fi/

Completion alternatives

None

Student workload

This course is 5ects = about 135hrs of student work as follows:

Independent/remote work: project team work, preparing for the exam etc. 91hrs
Onsite: 44hrs for key-notes and project tutoring

Content scheduling

Timetable and content:
Week 36: Implementation plan, key terms, classifications and models
Week 37: Determinants of wellness mega trend, Wellness tourism
Week 38: Kick-off exam
Week 39: Physical activity, Healthy Eating, project kick-off, building project groups
Week 40: Mental Wellness, Social and cultural dimensions of wellness, project plans
Week 41: Nature-based wellness, Traditional & Complementary Medicine, project tutoring
Week 42: Remote work in project groups
Week 43: Personal Care & Beauty, Digital Health and Wellness Technologies, project tutoring
Week 44: Project work, interim reporting
Week 45: Independent project work
Week 46: Project event
Week 47: Wellness Real Estate, Workplace wellness, project feedback & self- and peer review,
Week 48: Wellness tourism: guest lecturer or visit
Week 49: dead line 5.12. for wellness event product descriptions & conclusions, project self- and peer assessment,

The group sets targets and defines the project context according to the curriculum targets and teacher instructions. The group organizes itself appropriately. It creates a detailed project plan for the execution of the project event. It uses relevant research methods and theoretical knowledge base to design a customer-centered, multi-faceted wellness event.

Evaluation scale

H-5

Assessment methods and criteria

Kick-off exam in small groups, scale 0 - 5, 25 %
Wellness event project (project master plan, sub team plans, event marketing, event consisting of "wellness services in action" and info flashes, feed back form, final wellness event product description etc.), scale 0 - 5, 75 %

Assessment criteria, fail (0)

The student has not completed all the outcomes of the course.

Assessment criteria, satisfactory (1-2)

Project work and group presentation:
The group of students makes little use of the knowledge base, tutor and peer feedback and the group's work is fragmented. The group has defined objectives in line with the assignment/project instructions and the curriculum, but only partially achieves them. The output is mainly based on fragmented, performative work, not on planned development work and a reasoned application of the relevant knowledge base. The finla output is confused and unfinished.

Assessment criteria, good (3-4)

Project work and group presentation:
The group of students works in a fairly proactive and coordinated way towards the objectives of the assignment/project and the course, and is able to share knowledge within the group to some extent, as well as to make use of tutor and peer feedback. The group makes some legitimate use of the relevant knowledge base and the work is at times systematic, critical and generative of some new ideas. The output presented is largely justified by the knowledge base and contains relevant industry examples. The student team performs well in its area of responsibility in organising the event.

Assessment criteria, excellent (5)

Project work and group presentation:
The student group works in an active and coordinated way, in dialogue with each other, drawing on each other's expertise, teacher and peer feedback. The knowledge base is broad and the sources relevant to the objectives. Theory and method(s) are applied successfully and justifiably throughout the project work. The end result is customer-oriented, innovative an professional.