Study Guide

Objective

After completing the course, the student is be able to:

- apply and develop approaches and working methods of creative well-being among different communities and organisations in accordance with their own professional competence

- utilise individual, group, community, and networking skills in producing content related to creative well-being and in developing practices and structures that enable and promote creative well-being

- design and co-develop creative well-being services as part of an interprofessional team in a customer-oriented way

- assess the impact and meaning of creative well-being activities

- identify and analyse the ethics and values of creative well-being

- identify and analyse creative well-being as part of sustainable development and society

- outline, communicate and reflect on their own competences in the professional field and structures of creative well-being.

Content

The studies will strengthen both theoretical and practical skills in enabling creative well-being in different settings, service processes and with different actors.

The course introduces the planning and evaluation of creative well-being services.

The course will outline the funding of creative well-being, systems thinking and sustainable development.

It examines the ethical principles of the field of creative well-being in relation to different professional fields.

The course introduces students to the presentation and communication of their own professional expertise in the field of creative well-being.

Materials

Will be announced on the Itslearning learning platform. Some of the materials are in English.

Teaching methods

Contact teaching including thematic presentations, speeches, lectures, pair and small group work. Teaching will take place face-to-face and/or online using art-based methods and the students' own specific skills.
- Pre-assignments for the contact days
- Learning tasks
- Independent work

Exam schedules

No final exam.

International connections

The contact teaching will introduce the theory and research central to the course and will include discussion and sharing of experiences on the topics covered. Small group work emphasises self-direction, peer learning, reflection skills, creativity, multi-professionalism and dialogical interaction. Individual work involves familiarisation with the course literature and source materials, practising knowledge acquisition and processing, and structured presentation of issues. The assignments will involve the use of art-based methods.

Innovation pedagogy is at the heart of all Turku University of Applied Sciences courses. Learning takes place by applying theory to practice and working life.

Completion alternatives

There is no optional way to complete the course.

Student workload

The learning tasks of the module are described in more detail on the Itslearning platform.

Content scheduling

During the course, the student will deepen and develop his/her knowledge and skills as a professional in the field of creative wellbeing. The course is structured around the different themes of the contact days.

The students will work in multi-professional teams where they will share their knowledge and skills. Some parts of the course may be delivered in English and integrated into RDI projects.

The themes of the course include:
- ethics, values and quality in creative wellbeing activities
- evaluation and design of creative wellbeing activities and services
- expert communication and argumentation
- creative wellbeing as part of society
- presenting and developing one's own professional competences in relation to the field of creative wellbeing
- funding and systemic thinking in the field of creative wellbeing and sustainable development.

The course builds on what has been learned in the course Creative Wellbeing as a Competence.

The course will start in August 2023 and will be implemented during the contact days of the Master School degree in Creative Wellbeing.

Contact teaching:

24th August, 10.45–12.00
25th August,13.00–16.15
21st September, 14.45–17.00
22nd September, 9.00–12.00
13th October, 10.45–16.15
10th November, 11.15–16.15
14th December, 9.00–12.00

The content of the course may be supplemented and adapted according to current themes and events.

Further information

anna-mari.rosenlof@turkuamk.fi

Evaluation scale

H-5

Assessment methods and criteria

Assessment will be based on pre-assignments and learning tasks to be completed during the course, as well as active participation in the contact days.

Qualifications

Creative Wellbeing as a Competence course must be completed before this course.

Objective

After completing the study module, the student will be able to:

- identify and analyse the essential knowledge, areas of expertise and development tasks in the field of creative well-being

- understand the concept of creative well-being at an advanced level; creative well-being as a phenomenon, as an evolving professional field, as well-being lived and experienced

- understand the personal relationship to arts and culture at the core of creative well-being as a basis for the cultural needs of individuals and communities

- identify and reflect on their own competence in interprofessional cooperation as well as the roles, common goals, and opportunities of different professionals in the field of creative well-being

- identify and justify the meanings and dimensions of creative well-being for individuals and communities, in as part of different services and professional roles

Content

The course covers the core competences of creative well-being professionals and the essential knowledge, concepts, and contexts of creative well-being.

The studies expand and deepen one's professional competence related to current themes of creative well-being and interprofessional work.

The studies strengthen interprofessional dialogue and cooperation in the fields of social, health, education, arts, and culture to promote experiences of well-being, inclusion and meaningfulness through arts and culture as well as art-based and creative ways of working.

Content scheduling

The course enables students to deepen and develop their knowledge and skills as professionals in the field of creative well-being.

The course is built around different themes for the contact days.

The course involves working in interprofessional teams, where students share their knowledge. Some parts of the course may be delivered in English and integrated into RDI projects.

The themes of the course include:
- building the knowledge base, structures and operating environment for creative well-being
- identifying and understanding key concepts of creative wellbeing
- development and background of the international field of arts & health
- interprofessional collaboration, networking, sharing of one's own expertise
- accessibility
- the well-being impacts of arts and culture
- planning of arts-based well-being services.

The aim of the course is to outline and develop the core competences of creative well-being relevant for the student, to create a common language and knowledge base between different professional fields and to introduce students to the community of creative well-being developers.

Evaluation scale

Hyväksytty/Hylätty

Objective

After completing this course, the students will be able to
• find and evaluate sources and information relevant for the development task
• construct a relevant conceptual framework for the development project
• apply project management tools in planning the development project
• write a research and data management plan
• consider ethical aspects and GDPR in their research and development work
• communicate of their development project and its results to different target groups through appropriate channels

Content

• Professional, theoretical and research contexts for individual development projects
• Information seeking and evaluation for the needs of the development project
• Applying project management tools in a development project
• The role of research in a development project
• Planning research data collection and management
• Ethical considerations and GDPR in research and development projects
• Writing and communications in research and development projects

Evaluation scale

Hyväksytty/Hylätty

Objective

After completing the course, the student is able to:

- analyse changes in the operating environments and anticipate future developments applying the concepts and methods of futures studies
- evaluate impacts of the changing operating environments on their work, work community and organization, as well on the industry/field at large
- develop one’s competences and expertise in a focused and goal-oriented way in anticipation of the future competence requirements in the work life
- improve and innovate operations and work processes in their work community, taking into account environmental, social and economic sustainability, and using multidisciplinary and multiprofessional futures knowledge.

Content

- Future of work and income
- Future competence needs
- Changing career paths and professional identities
- Future technologies, human–technology interaction
- Sustainable future and ecological reconstruction
- Theories and methods of future studies and foresight
- Importance of foresight for innovations and strategic planning and decision-making

Materials

In the itslearning course platform.

Teaching methods

Reading/viewing online learning materials, individual written assignments and group activities in multidisciplinary groups.

International connections

Planning and implementation of the course is based on multidisciplinary collaboration and co-teaching.

Sustainable development is included in the learning objectives and contents of the course (especially Theme 3 and Assignment 3), as well as in the mode of teaching/learning: the course implementation is entirely based on distance learning on the itslearning platform and using Zoom meetings for multidisciplinary group working. All learning materials are available in a digital form, freely available and easily accessible.

Student workload

Online meeting: Collaborative work in multidisciplinary groups in Zoom, 12 h

Online learning: Independent online learning on the itslearning course platform: 123 h

Group work and assignments:
• Starting day 8.1.2024: multidisciplinary groups working with SITRA’s megatrend cards.
• Master Minds Hackathon 29.4.2024 (and a pre-meeting of the hackathon 17.4.2024): multidisciplinary teams work to solve real working-life problems. Each team presents their solution and composes a report using a provided PowerPoint template.

Individual work and assignments:
• Pre-assignment: familiarizing oneself with Sitra’s megatrend materials.
• Assignment 1. Future orientation: futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Assignment 2. Professional future scenarios: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Assignment 3. Sustainable future: analysing sustainability transformation and ecological reconstruction from the perspective of one’s own field and work (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Assignment 4. Reflective report: utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).

Content scheduling

The course is compulsory for all Turku UAS Master Students. It will be implemented partly in multidisciplinary groups comprised of students across the various study programmes, and partly within each study programme on their own itslearning course platform.

There are three online meetings (8.1.2024, 17.4.2024 and 29.4.2024) common to all students of the various study programmes.

The course is mainly based on independent learning using the study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.

***

PRE-ASSIGMENT

The Future Operating Environments course will start already on TUAS Master School Opening Day 8.1.2024 with an orientation to the course and multiprofessional team discussions in which team members share experiences and thoughts on the impacts of megatrends on their professional field and their own work.

Familiarize yourself with the following materials and be prepared to discuss megatrends on the opening day:
• Sitra 2023: Megatrends
• Sitra 2023: Megatrend cards 2023

Zoom link for the megatrend activity 8.1.2024: https://turkuamk.zoom.us/j/62634660090

***

THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 2–5)
• Common starting day 8.1. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Assignment: Future orientation (DL 4.2.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)


THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 6–9)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Assignment 2: Professional future scenarios (DL 3.3.2024).


THEME 3: SUSTAINABLE FUTURE (calendar weeks 10–14)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Assignment 3: Sustainable future (DL 7.4.2024).


THEME 4: SHAPING MY OWN FUTURE (calendar weeks 15–19)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Group work: Master Minds Hackathon 29.4.2024. (a full-day event) and its pre-meeting 17.4. at 10–11) for all students of the various study programmes. In the Hackathon, multidisciplinary student teams work to solve real working-life problems, i.e. assignments provided by commissoners. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 5.5.2024.). There are two optional ways of participating in the Hackathon: 1) as a commissioner, or 2) as a member of a team
• Assignment 4: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 12.5.2024).

Further information

Time and location:

Online meetings in Zoom: Monday 8.1.2024, a pre-meeting of the hackathon Wednesday 17.4.2024 at 10–11 and Master Minds Hackathon Monday 29.4.2024 at 9–17.30.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days (i.e. in online meetings).

Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.

Qualifications

-

Objective

By completion of the study module, the student demonstrates:

Knowledge and skills of own field as well as the ability to understand and evaluate them.

Competence in research and development:
- by planning and implementing the development project and managing its process
- by delivering usable results / output
- by being able to evaluate the result of the development project.


Self-development skills:
- by ability to reflect on one's own work
- in managing own work
- in evaluating personal expertise.

Organizational and collaborative expertise:
- by demonstrating internationalization, communication and interaction skills in the development work
- by demonstrating the ability to act in communities and networks in the development work
- by contributing to the development of the creative wellbeing / arts, heath and wellbeing sector.

Ethical competence:
- Demonstrating reliability, accountability and critical thinking in the development work and reporting.

Content

An essential part of Master-level studies is a thesis of 30 credits. The thesis process starts immediately at the beginning of the studies, and it continues through the entire cycle of studies.

The thesis is implemented as a development project with a research-based approach and a close connection to practical work. The student carries out his/her development work at his/her workplace, in RDI projects of the Turku University of Applied Sciences, in working life connections or in a manner agreed with the supervisor. The thesis is based on commission, when possible and in concordance with the goals of the student.

The thesis relies on in-depth information gathering and analysis, and the development process utilizes relevant research methods following principles of good scientific practice. The thesis includes documenting and reporting on development activities. The student will become familiar with the methodological skills necessary for development and reporting in the preceding study module.

In the studies of Creative Wellbeing, the thesis is divided in two parts:
- A 5 credits course Development work methods and design (1st semester), and
- Implementation and reporting of the development project, 25 credits (2nd semester and forward up to graduation)

Implementation and reporting of the development project (25 ECTS) includes the following steps:
• Presenting the thesis plan and finalizing it making use of feedback
• Thesis agreement
• Implementation, related research activities and documentation of the work in accordance with working-life practices and in a meaningful way for the thesis
• Participation in group supervision sessions (seminars) and individual guidance of the thesis
* Thesis report
* Applying peer-feedback ( for example learning team) in the process
• Presentation of the results after completion of the thesis
• Maturity test: The student writes a maturity examination in the field of the thesis. This demonstrates mastery of the thesis and the language competence. If the (excellent) competence of the school education language has already been assessed in previous studies, the maturity test will only serve as a proof of the professional expertise. The maturity test is evaluated on a scale approved/ failed.
• Ensuring that there is no plagiarism in the thesis, and evaluation of the thesis

Evaluation scale

H-5

Objective

Goals:

The student actively participates in the reflective identity process, in which his/her self-knowledge, experience and understanding related to creative well-being increase.

During the process, the student analyzes his/her strengths and development needs as a professional in his/her field and develops his/her skills in a goal-oriented manner.

In the process, the student applies creative autobiographical, arts-based and embodiment methods to reflect on his/her own developing identity and professional competence.

By the developing professional identity the student recognizes various professional opportunities in the field of creative wellbeing and applies them in own operating environment and professional tasks.

The active and reflective identity process supports the ability to create and maintain partnerships and networks that support the development of one's own professionalism and encourages competences for contributing to them.

Content

Content of study unit

Recognizing, appreciating, and strengthening one's own relationship to arts and culture.

Setting goals for the development of one's professional profile.

Enabling and reflecting creative wellbeing experiences.

Processing own identity work: past, present, future. Transformation of professional identity.

A holistic understanding of people and wellbeing.

Arts based and embodied autobiographical and wellbeing supporting methods.

Different professional identities, roles, and professional paths in the field of creative wellbeing.

Awareness of the importance of interprofessional work, networks and cooperation in the field of creative wellbeing in relation to one's own background education, working environments and basic tasks there.

Evaluation scale

Hyväksytty/Hylätty

Objective

Goals:

The student actively participates in the reflective identity process, in which his/her self-knowledge, experience and understanding related to creative well-being increase.

During the process, the student analyzes his/her strengths and development needs as a professional in his/her field and develops his/her skills in a goal-oriented manner.

In the process, the student applies creative autobiographical, arts-based and embodiment methods to reflect on his/her own developing identity and professional competence.

By the developing professional identity the student recognizes various professional opportunities in the field of creative wellbeing and applies them in own operating environment and professional tasks.

The active and reflective identity process supports the ability to create and maintain partnerships and networks that support the development of one's own professionalism and encourages competences for contributing to them.

Content

Content of study unit

Recognizing, appreciating, and strengthening one's own relationship to arts and culture.

Setting goals for the development of one's professional profile.

Enabling and reflecting creative wellbeing experiences.

Processing own identity work: past, present, future. Transformation of professional identity.

A holistic understanding of people and wellbeing.

Arts based and embodied autobiographical and wellbeing supporting methods.

Different professional identities, roles, and professional paths in the field of creative wellbeing.

Awareness of the importance of interprofessional work, networks and cooperation in the field of creative wellbeing in relation to one's own background education, working environments and basic tasks there.

Evaluation scale

Hyväksytty/Hylätty

Objective

After completing the study module, the student will be able to:

- identify and analyse the essential knowledge, areas of expertise and development tasks in the field of creative well-being

- understand the concept of creative well-being at an advanced level; creative well-being as a phenomenon, as an evolving professional field, as well-being lived and experienced

- understand the personal relationship to arts and culture at the core of creative well-being as a basis for the cultural needs of individuals and communities

- identify and reflect on their own competence in interprofessional cooperation as well as the roles, common goals, and opportunities of different professionals in the field of creative well-being

- identify and justify the meanings and dimensions of creative well-being for individuals and communities, in as part of different services and professional roles

Content

The course covers the core competences of creative well-being professionals and the essential knowledge, concepts, and contexts of creative well-being.

The studies expand and deepen one's professional competence related to current themes of creative well-being and interprofessional work.

The studies strengthen interprofessional dialogue and cooperation in the fields of social, health, education, arts, and culture to promote experiences of well-being, inclusion and meaningfulness through arts and culture as well as art-based and creative ways of working.

Content scheduling

The course enables students to deepen and develop their knowledge and skills as professionals in the field of creative well-being.

The course is built around different themes for the contact days.

The course involves working in interprofessional teams, where students share their knowledge. Some parts of the course may be delivered in English and integrated into RDI projects.

The themes of the course include:
- building the knowledge base, structures and operating environment for creative well-being
- identifying and understanding key concepts of creative wellbeing
- development and background of the international field of arts & health
- interprofessional collaboration, networking, sharing of one's own expertise
- accessibility
- the well-being impacts of arts and culture
- planning of arts-based well-being services.

The aim of the course is to outline and develop the core competences of creative well-being relevant for the student, to create a common language and knowledge base between different professional fields and to introduce students to the community of creative well-being developers.

Evaluation scale

Hyväksytty/Hylätty

Objective

After completing this course, the students will be able to
• find and evaluate sources and information relevant for the development task
• construct a relevant conceptual framework for the development project
• apply project management tools in planning the development project
• write a research and data management plan
• consider ethical aspects and GDPR in their research and development work
• communicate of their development project and its results to different target groups through appropriate channels

Content

• Professional, theoretical and research contexts for individual development projects
• Information seeking and evaluation for the needs of the development project
• Applying project management tools in a development project
• The role of research in a development project
• Planning research data collection and management
• Ethical considerations and GDPR in research and development projects
• Writing and communications in research and development projects

Evaluation scale

Hyväksytty/Hylätty

Objective

After completing the course, the student is able to:

- analyse changes in the operating environments and anticipate future developments applying the concepts and methods of futures studies
- evaluate impacts of the changing operating environments on their work, work community and organization, as well on the industry/field at large
- develop one’s competences and expertise in a focused and goal-oriented way in anticipation of the future competence requirements in the work life
- improve and innovate operations and work processes in their work community, taking into account environmental, social and economic sustainability, and using multidisciplinary and multiprofessional futures knowledge.

Content

- Future of work and income
- Future competence needs
- Changing career paths and professional identities
- Future technologies, human–technology interaction
- Sustainable future and ecological reconstruction
- Theories and methods of future studies and foresight
- Importance of foresight for innovations and strategic planning and decision-making

Materials

In the itslearning course platform.

Teaching methods

Reading/viewing online learning materials, individual written assignments and group activities in multidisciplinary groups.

International connections

Planning and implementation of the course is based on multidisciplinary collaboration and co-teaching.

Sustainable development is included in the learning objectives and contents of the course (especially Theme 3 and Assignment 3), as well as in the mode of teaching/learning: the course implementation is entirely based on distance learning on the itslearning platform and using Zoom meetings for multidisciplinary group working. All learning materials are available in a digital form, freely available and easily accessible.

Student workload

Online meeting: Collaborative work in multidisciplinary groups in Zoom, 12 h

Online learning: Independent online learning on the itslearning course platform: 123 h

Group work and assignments:
• Starting day 8.1.2024: multidisciplinary groups working with SITRA’s megatrend cards.
• Master Minds Hackathon 29.4.2024 (and a pre-meeting of the hackathon 17.4.2024): multidisciplinary teams work to solve real working-life problems. Each team presents their solution and composes a report using a provided PowerPoint template.

Individual work and assignments:
• Pre-assignment: familiarizing oneself with Sitra’s megatrend materials.
• Assignment 1. Future orientation: futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Assignment 2. Professional future scenarios: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Assignment 3. Sustainable future: analysing sustainability transformation and ecological reconstruction from the perspective of one’s own field and work (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Assignment 4. Reflective report: utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).

Content scheduling

The course is compulsory for all Turku UAS Master Students. It will be implemented partly in multidisciplinary groups comprised of students across the various study programmes, and partly within each study programme on their own itslearning course platform.

There are three online meetings (8.1.2024, 17.4.2024 and 29.4.2024) common to all students of the various study programmes.

The course is mainly based on independent learning using the study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.

***

PRE-ASSIGMENT

The Future Operating Environments course will start already on TUAS Master School Opening Day 8.1.2024 with an orientation to the course and multiprofessional team discussions in which team members share experiences and thoughts on the impacts of megatrends on their professional field and their own work.

Familiarize yourself with the following materials and be prepared to discuss megatrends on the opening day:
• Sitra 2023: Megatrends
• Sitra 2023: Megatrend cards 2023

Zoom link for the megatrend activity 8.1.2024: https://turkuamk.zoom.us/j/62634660090

***

THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 2–5)
• Common starting day 8.1. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Assignment: Future orientation (DL 4.2.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)


THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 6–9)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Assignment 2: Professional future scenarios (DL 3.3.2024).


THEME 3: SUSTAINABLE FUTURE (calendar weeks 10–14)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Assignment 3: Sustainable future (DL 7.4.2024).


THEME 4: SHAPING MY OWN FUTURE (calendar weeks 15–19)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Group work: Master Minds Hackathon 29.4.2024. (a full-day event) and its pre-meeting 17.4. at 10–11) for all students of the various study programmes. In the Hackathon, multidisciplinary student teams work to solve real working-life problems, i.e. assignments provided by commissoners. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 5.5.2024.). There are two optional ways of participating in the Hackathon: 1) as a commissioner, or 2) as a member of a team
• Assignment 4: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 12.5.2024).

Further information

Time and location:

Online meetings in Zoom: Monday 8.1.2024, a pre-meeting of the hackathon Wednesday 17.4.2024 at 10–11 and Master Minds Hackathon Monday 29.4.2024 at 9–17.30.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days (i.e. in online meetings).

Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.

Qualifications

-

Objective

By completion of the study module, the student demonstrates:

Knowledge and skills of own field as well as the ability to understand and evaluate them.

Competence in research and development:
- by planning and implementing the development project and managing its process
- by delivering usable results / output
- by being able to evaluate the result of the development project.


Self-development skills:
- by ability to reflect on one's own work
- in managing own work
- in evaluating personal expertise.

Organizational and collaborative expertise:
- by demonstrating internationalization, communication and interaction skills in the development work
- by demonstrating the ability to act in communities and networks in the development work
- by contributing to the development of the creative wellbeing / arts, heath and wellbeing sector.

Ethical competence:
- Demonstrating reliability, accountability and critical thinking in the development work and reporting.

Content

An essential part of Master-level studies is a thesis of 30 credits. The thesis process starts immediately at the beginning of the studies, and it continues through the entire cycle of studies.

The thesis is implemented as a development project with a research-based approach and a close connection to practical work. The student carries out his/her development work at his/her workplace, in RDI projects of the Turku University of Applied Sciences, in working life connections or in a manner agreed with the supervisor. The thesis is based on commission, when possible and in concordance with the goals of the student.

The thesis relies on in-depth information gathering and analysis, and the development process utilizes relevant research methods following principles of good scientific practice. The thesis includes documenting and reporting on development activities. The student will become familiar with the methodological skills necessary for development and reporting in the preceding study module.

In the studies of Creative Wellbeing, the thesis is divided in two parts:
- A 5 credits course Development work methods and design (1st semester), and
- Implementation and reporting of the development project, 25 credits (2nd semester and forward up to graduation)

Implementation and reporting of the development project (25 ECTS) includes the following steps:
• Presenting the thesis plan and finalizing it making use of feedback
• Thesis agreement
• Implementation, related research activities and documentation of the work in accordance with working-life practices and in a meaningful way for the thesis
• Participation in group supervision sessions (seminars) and individual guidance of the thesis
* Thesis report
* Applying peer-feedback ( for example learning team) in the process
• Presentation of the results after completion of the thesis
• Maturity test: The student writes a maturity examination in the field of the thesis. This demonstrates mastery of the thesis and the language competence. If the (excellent) competence of the school education language has already been assessed in previous studies, the maturity test will only serve as a proof of the professional expertise. The maturity test is evaluated on a scale approved/ failed.
• Ensuring that there is no plagiarism in the thesis, and evaluation of the thesis

Evaluation scale

H-5

Objective

After completing the course, the student is be able to:

- apply and develop approaches and working methods of creative well-being among different communities and organisations in accordance with their own professional competence

- utilise individual, group, community, and networking skills in producing content related to creative well-being and in developing practices and structures that enable and promote creative well-being

- design and co-develop creative well-being services as part of an interprofessional team in a customer-oriented way

- assess the impact and meaning of creative well-being activities

- identify and analyse the ethics and values of creative well-being

- identify and analyse creative well-being as part of sustainable development and society

- outline, communicate and reflect on their own competences in the professional field and structures of creative well-being.

Content

The studies will strengthen both theoretical and practical skills in enabling creative well-being in different settings, service processes and with different actors.

The course introduces the planning and evaluation of creative well-being services.

The course will outline the funding of creative well-being, systems thinking and sustainable development.

It examines the ethical principles of the field of creative well-being in relation to different professional fields.

The course introduces students to the presentation and communication of their own professional expertise in the field of creative well-being.

Materials

Will be announced on the Itslearning learning platform. Some of the materials are in English.

Teaching methods

Contact teaching including thematic presentations, speeches, lectures, pair and small group work. Teaching will take place face-to-face and/or online using art-based methods and the students' own specific skills.
- Pre-assignments for the contact days
- Learning tasks
- Independent work

Exam schedules

No final exam.

International connections

The contact teaching will introduce the theory and research central to the course and will include discussion and sharing of experiences on the topics covered. Small group work emphasises self-direction, peer learning, reflection skills, creativity, multi-professionalism and dialogical interaction. Individual work involves familiarisation with the course literature and source materials, practising knowledge acquisition and processing, and structured presentation of issues. The assignments will involve the use of art-based methods.

Innovation pedagogy is at the heart of all Turku University of Applied Sciences courses. Learning takes place by applying theory to practice and working life.

Completion alternatives

There is no optional way to complete the course.

Student workload

The learning tasks of the module are described in more detail on the Itslearning platform.

Content scheduling

During the course, the student will deepen and develop his/her knowledge and skills as a professional in the field of creative wellbeing. The course is structured around the different themes of the contact days.

The students will work in multi-professional teams where they will share their knowledge and skills. Some parts of the course may be delivered in English and integrated into RDI projects.

The themes of the course include:
- ethics, values and quality in creative wellbeing activities
- evaluation and design of creative wellbeing activities and services
- expert communication and argumentation
- creative wellbeing as part of society
- presenting and developing one's own professional competences in relation to the field of creative wellbeing
- funding and systemic thinking in the field of creative wellbeing and sustainable development.

The course builds on what has been learned in the course Creative Wellbeing as a Competence.

The course will start in August 2023 and will be implemented during the contact days of the Master School degree in Creative Wellbeing.

Contact teaching:

24th August, 10.45–12.00
25th August,13.00–16.15
21st September, 14.45–17.00
22nd September, 9.00–12.00
13th October, 10.45–16.15
10th November, 11.15–16.15
14th December, 9.00–12.00

The content of the course may be supplemented and adapted according to current themes and events.

Further information

anna-mari.rosenlof@turkuamk.fi

Evaluation scale

H-5

Assessment methods and criteria

Assessment will be based on pre-assignments and learning tasks to be completed during the course, as well as active participation in the contact days.

Qualifications

Creative Wellbeing as a Competence course must be completed before this course.