Study Guide

Objective

After completing the course, the student is able to
-analyze processes in his/her field,
-apply the process improvement tools so that the customer requirements are considered
-conduct process improvement projects in his/her own field
-utilize different problem-solving tools
-define the main quality tools
-to lead and communicate the change project

Content

-Quantitative methods in process improvement
-Qualitative methods in process improvement
-Main Quality tools

Materials

Suggested article list on ItsLearning,

Sarah E. Burke and Rachel T. Silvestrini. The Certified Quality Engineer Handbook. ASQ Quality Press Milwaukee, Wisconsin 2017
Data Analysis and Design of Experiment:
Michael H. Herzog, Gregory Francis, Aaron Clarke. Understanding Statistics and Experimental Design - How to Not Lie with Statistics. Springer Open. 2019 ISBN 978-3-030-03498-6 ISBN 978-3-030-03499-3 (eBook) https://doi.org/10.1007/978-3-030-03499-3

Continuous Improvement Standards
and other materials provided by the lecturers.

Teaching methods

- Group assignments
- Individual assignments
- Learning diary

Exam schedules

no exams

International connections

Innovation pedagogy, flipped learning and team-based learning in student groups and presentations (substance and communication skills)
- Individual assignments
- Independent working and information retrieval from reference material

Completion alternatives

None.

Student workload

Total, average student work is about 133h. Webinars cover about 16h, all remaining in individual learning, assignment works including student group collaboration.

Introduction to the theme and terminology: pre-reading list + multiple choice test

Designing and implementing continuous framework and quality tools for your own business field or organization (or other institution, brand etc.)

Self-evaluation of learning and individual learning diary.

Content scheduling

Define the Continuous Improvement Framework
- Establish the quality tools for continuous improvement and problem-solving
- Evaluate critically the applying of quality tools in practice
- Quantitative methods in process improvement
- Qualitative methods in process improvement

Online lectures: 16 hours together (2 or 4 hours / day)

Further information

ItsLearning

Evaluation scale

H-5

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform.
Grading of the course is done as follows:
Terminology multiple choice test
Participation for contact lessons
Individual assignment
Group work report and presentation
Personal Learning Diary
Course can be approved when all the assignments are passed at least with the minimum grade.

Assessment criteria, fail (0)

Quantity:
Assignments are not completed to an acceptable level.
Quality:
The minimum learning objectives are not met (see course description),
There is a lack of knowledge of academic conventions.

Assessment criteria, satisfactory (1-2)

Quantity:
Research, thinking, communication and reflection are acceptable
Quality:
Appear to grasp theory and have made a start in showing its applicability.
Knowledge of academic conventions is inadequate.

Assessment criteria, good (3-4)

Quantity:
Research, thinking, communication and reflection are good.
Quality:
General understanding of theory and application in real-life context
Knowledge of academic conventions is good, although there may be systematic minor errors.

Assessment criteria, excellent (5)

Quantity:
Mastery of theory and penetrating insights in real-life context
Quality:
Outstanding research, thinking, communication and reflection
Knowledge of academic conventions is excellent.

Objective

After completing the Master's Thesis, the student can:

- critically evaluate and apply research information
- use the chosen methods to analyse ja solve problems in working life
- work independently as an expert in demanding contexts in which he/she is managing his/her own and possibly also the others’ work in a target-oriented way
- communicate and network in his/her own field and in international environment
- take into account communal and ethical perspectives of own profession.

Content

The essential part of Master-level studies is a thesis of 30 credits. The thesis starts normally immediately at the beginning of the studies, and it passes through the entire study period, although it is possible that the thesis will follow other studies if necessary.

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, if possible. It is preferable that the thesis is based on an assignment.

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 course on research and development methods.

Working consists of the following steps:
1. Presentation of the thesis idea
2. Thesis plan
3. Thesis agreement
4. Implementation, related research information and documentation of the work in accordance with industry practice and in a meaningful way for the thesis
5. Participation in a group supervision (“thesis learning café”) and individual guidance of the thesis
6. Presentation of the results after completion of the thesis
7. Maturity test: The student must write a maturity examination in the field of the thesis. This demonstrates awareness with the subject and the linguistic 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 test the professional expertise. The maturity test is evaluated on a scale approved/ failed.
8. Ensuring that there is no plagiarism in the thesis and evaluation of the thesis

Learning methods: Research and development project; participating seminars, and in individual and group tutoring.

Pedagogical methods: Teachers tutoring Master thesis studies act as contact persons, bridge-builders enabling students to become part of project community. Mentoring and feedback from peer students in small groups is organized in order to support student’s active and responsible participation during Master thesis studies. Working life partners are involved in assessment of student’s Master thesis process. Development project includes 30 study credits which equals 810 work hours, i.e. 20 weeks of full time studying.

The thesis will be evaluated using scale 1–5, applying the evaluation criteria of TUAS Master School. The assessment focuses on RDI-process and reporting on it orally and in writing. TUAS staff is responsible for the summative assessment at the end of the process, and the assessment will be done by two supervisors.

Exam schedules

N/A

Student workload

Master's thesis: the whole process
27h x 30 ects

Further information

ItsLearning and communications channels agreed with your thesis supervisor

Evaluation scale

H-5

Assessment methods and criteria

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, fail (0)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, satisfactory (1-2)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, good (3-4)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, excellent (5)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Qualifications

-

Objective

After completing the course, the student is able to
- define the evolution of quality management and its link to company strategy
- define and apply quality principles and a customer-centric approach
- apply main quality standards in her/his own business area
- understand the legal aspects of quality management in his/her field
- recognize future trends (e.g., sustainability) and implement them into the Quality Management/Leadership System
- facilitate quality training
- apply quality management to facilitate a positive company culture and teamwork

Content

- quality management and quality processes
- main quality standards
- EFQM
- sustainability
- soft skills
- customer-centric approach
- strategy basics

Materials

Material is provided in ItsLearning platform.

e-book:
Sarah E. Burke and Rachel T. Silvestrini. The Certified Quality Engineer Handbook. ASQ Quality Press
Milwaukee, Wisconsin 2017

ISO standards (SFS online)

Teaching methods

-On-line videos and lectures
-Independent exercises, quizzes
-Group assignments
-Individual assignments

Exam schedules

Grading is based on assignments.

International connections

-Team-based learning in student groups and presentations (substance and communication skills)
-Individual assignments
-Independent working and information retrieval from reference material
-Visitors´lectures (real cases and examples from industry)

Completion alternatives

None.

Student workload

Contact days and lectures: 16 hours = 4 x 4 hours (Online working)
There are four contact days:
26.1 8:00 – 12:00 Online
2.2. 8:00 – 12:00 Online
1.3. 10:30 – 14:30 Online
19.4 8:00 – 12:00 Online

Independent working (individually and in groups): approx. 119 h

Content scheduling

quality management and quality processes
- main quality standards
- EFQM
- sustainability
- soft skills
- customer-centric approach
- strategy basics

After completing the course, the student is able to
- define the evolution of quality management and its link to company strategy
- define and apply quality principles and a customer-centric approach
- apply main quality standards in her/his own business area
- understand the legal aspects of quality management in his/her field
- recognize future trends (e.g., sustainability) and implement them into the Quality Management/Leadership System
- facilitate quality training
- apply quality management to facilitate a positive company culture and teamwork

Further information

ItsLearning

Evaluation scale

H-5

Assessment methods and criteria

The grade will be consist of three assignments (Individual and group assignments)

Assessment of teacher, peer review and self- assessment are included.

Grading is F-5 (average of three assignments

Assessment criteria, fail (0)

Learning assignments have not been returned.

Assessment criteria, satisfactory (1-2)

The learning assignments have been completed according the instructions, but the content is limited in scope.

Assessment criteria, good (3-4)

The assignments have been completed in accordance with the instructions and the returned documents are good in content and scope. The source material has been utilized in the preparation of learning tasks.

Assessment criteria, excellent (5)

The learning assignments are excellent in quality and scope. They show a deep familiarity with the source materials as well as the ability to apply the learning things in an appropriate way.
The student has been actively looking for information, new solutions and perspectives.

Objective

After completing the course, the student is able to:
· to search and utilize scientific literature
· to identify and describe the main research and development approaches and analysis methods
· to choose and apply an appropriate methodology for his/her work
· to evaluate the validation of the research and development
· to write a scientific report
· to understand the significance of research data

Content

The emphasis on content may vary depending on implementation and field of study:
· Introduction to research including ethics
· Literature search and review
· Developing a research plan
· Research Ethics and Research Integrity
· Survey research methods
· Data analysis, statistical methods
· Research presentation

Materials

Academic Conventions:
Different writing related online resources as an example: Academic Phrases for Writing Results & Discussion Sections of a Research Paper. (n.d.). https://www.ref-n-write.com/blog/research-paper-example-writing-results-discussion-section-academic-phrasebank-vocabulary/ (retrieved on 21APR2021)


Ouantitative methods:

Michael H. Herzog, Gregory Francis, Aaron Clarke. Understanding Statistics and Experimental Design - How to Not Lie with Statistics. Springer Open. 2019 ISBN 978-3-030-03498-6 ISBN 978-3-030-03499-3 (eBook) https://doi.org/10.1007/978-3-030-03499-3

Sarah E. Burke and Rachel T. Silvestrini. The Certified Quality Engineer Handbook. ASQ Quality Press Milwaukee, Wisconsin 2017
Franz Kronthaler, Silke Zöllner. Data Analysis with RStudio - An Easy going Introduction. Springer Spectrum and R Studio. 2021 ISBN 978-3-662-62517-0 ISBN 978-3-662-62518-7 (eBook) https://doi.org/10.1007/978-3-662-62518-7.

Understanding Statistics and Experimental Design

This open access textbook teaches essential principles that can help all readers generate statistics and correctly interpret the data. It offers a valuable guide for students of bioengineering, bio...

Scientific articles

Qualitative research methods:

Eriksson, P. & Kovalainen, A. 2008.Qualitative Methods in Business Research. London: SAGE Publications Ltd.

Klenke, K., Martin, S. and Wallace, J.R. 2016. Qualitative Research in the Study of Leadership: Second Edition. Bingley: Emerald.

Auerbach, C. & Silverstein, L.B. 2003. Qualitative Data : An Introduction to Coding and Analysis. New York: New York Univesity Press. ProQuest Ebook Central.

Dey, I. 2005. Qualitative Data Analysis: a user-friendly guide for social scientists. London: Taylor & Francis.

Teaching methods

Quantitative methods:
- Individual and team work
- Exercises
- Presentations

Qualitative research methods:
- individual and group work
- self- and peer-assessments
- discussions
- presentations

Exam schedules

None.

International connections

Study Groups

Quantitative methods:
- Individual and group assignments

Qualitative research methods:
- Individual and group assignments

Completion alternatives

None.

Student workload

Quantitative methods:
5 x 2 h online meetings + independent work and exercises

Qualitative research methods:
2 x 2 h online meetings + independent work individually and in groups
research and analysis methods and tools - exercises

2 x 3 h presentations of thesis plans and acting as opponents

Content scheduling

- Academic Conventions (APA7)

Quantitative methods:
- Empirical research, steps of quantitative research and research design
- Measurement, questionnaire
- Sampling, statistical description, observation matrix, frequency
- Variables of the variable,
- Graphical presentation
- Statistical inference
- Hypotheses
- Correlations between variables
- Testing of means
- Research framework, research tasks, research problems, research questions, research hypotheses
- Reporting the research findings
- Reporting the results of the study
- The evaluation part of the study in the report

Qualitative Research:
Content:
- different types of approaches and research principles
- qualitative research and analysis methods: interviews, benchmarking, questionnaires with open questions, workshops / brainstorming, content analysis with coding
- quality issues and ethics in the research, data management, IPR and GDPR
- literature search, evaluation and use of the appropriate research methods for projects and master's thesis


Master's Thesis research plan (academic conventions) and opposing - presentations
29.8.2023 9-11 Quantitative methods/ Salokangas
31.8.2023 8-10 Quantitative methods/ Salokangas
11.9.2023 8-10 Quantitative methods/ Salokangas
25.9.2023 8-10 Quantitative methods /Salokangas
9.10.2023 8-10 Quantitative methods/ Salokangas
24.10.2023 8-10 Quantitative methods / Salokangas
7.11.2023 8-11 Qualitative Research / Seppälä-Kavén
21.11.2023 8-11 Qualitative Research /Seppälä-Kavén
5.12.2023 8-11 Presentations of thesis research plan Salokangas, Seppälä-Kavén
12.12.2023 8-11 Presentations of thesis research plan Salokangas, Seppälä-Kavén

Further information

ItsLearning

Evaluation scale

H-5

Assessment criteria, fail (0)

Quantity: Assignments are not completed to an acceptable level and or not returned assignments - instructions have not been followed

- Quality: The minimum learning objectives are not met

Assessment criteria, satisfactory (1-2)

Communication and reflection are acceptable - assignments partly done according to the instructions.

Assessment criteria, good (3-4)

Communication and reflection are good - assignments done according to the instructions.

Assessment criteria, excellent (5)

Outstanding communication, reflection and application - assignments done according to the instructions and returned on time -by the deadline.

Objective

After completing the course, the student is able to
- define the evolution of quality management and its link to company strategy
- define and apply quality principles and a customer-centric approach
- apply main quality standards in her/his own business area
- understand the legal aspects of quality management in his/her field
- recognize future trends (e.g., sustainability) and implement them into the Quality Management/Leadership System
- facilitate quality training
- apply quality management to facilitate a positive company culture and teamwork

Content

- quality management and quality processes
- main quality standards
- EFQM
- sustainability
- soft skills
- customer-centric approach
- strategy basics

Materials

Material is provided in ItsLearning platform.

e-book:
Sarah E. Burke and Rachel T. Silvestrini. The Certified Quality Engineer Handbook. ASQ Quality Press
Milwaukee, Wisconsin 2017

ISO standards (SFS online)

Teaching methods

-On-line videos and lectures
-Independent exercises, quizzes
-Group assignments
-Individual assignments

Exam schedules

Grading is based on assignments.

International connections

-Team-based learning in student groups and presentations (substance and communication skills)
-Individual assignments
-Independent working and information retrieval from reference material
-Visitors´lectures (real cases and examples from industry)

Completion alternatives

None.

Student workload

Contact days and lectures: 16 hours = 4 x 4 hours (Online working)
There are four contact days:
26.1 8:00 – 12:00 Online
2.2. 8:00 – 12:00 Online
1.3. 10:30 – 14:30 Online
19.4 8:00 – 12:00 Online

Independent working (individually and in groups): approx. 119 h

Content scheduling

quality management and quality processes
- main quality standards
- EFQM
- sustainability
- soft skills
- customer-centric approach
- strategy basics

After completing the course, the student is able to
- define the evolution of quality management and its link to company strategy
- define and apply quality principles and a customer-centric approach
- apply main quality standards in her/his own business area
- understand the legal aspects of quality management in his/her field
- recognize future trends (e.g., sustainability) and implement them into the Quality Management/Leadership System
- facilitate quality training
- apply quality management to facilitate a positive company culture and teamwork

Further information

ItsLearning

Evaluation scale

H-5

Assessment methods and criteria

The grade will be consist of three assignments (Individual and group assignments)

Assessment of teacher, peer review and self- assessment are included.

Grading is F-5 (average of three assignments

Assessment criteria, fail (0)

Learning assignments have not been returned.

Assessment criteria, satisfactory (1-2)

The learning assignments have been completed according the instructions, but the content is limited in scope.

Assessment criteria, good (3-4)

The assignments have been completed in accordance with the instructions and the returned documents are good in content and scope. The source material has been utilized in the preparation of learning tasks.

Assessment criteria, excellent (5)

The learning assignments are excellent in quality and scope. They show a deep familiarity with the source materials as well as the ability to apply the learning things in an appropriate way.
The student has been actively looking for information, new solutions and perspectives.

Objective

After completing the course, the student is able to
-analyze processes in his/her field,
-apply the process improvement tools so that the customer requirements are considered
-conduct process improvement projects in his/her own field
-utilize different problem-solving tools
-define the main quality tools
-to lead and communicate the change project

Content

-Quantitative methods in process improvement
-Qualitative methods in process improvement
-Main Quality tools

Materials

Suggested article list on ItsLearning,

Sarah E. Burke and Rachel T. Silvestrini. The Certified Quality Engineer Handbook. ASQ Quality Press Milwaukee, Wisconsin 2017
Data Analysis and Design of Experiment:
Michael H. Herzog, Gregory Francis, Aaron Clarke. Understanding Statistics and Experimental Design - How to Not Lie with Statistics. Springer Open. 2019 ISBN 978-3-030-03498-6 ISBN 978-3-030-03499-3 (eBook) https://doi.org/10.1007/978-3-030-03499-3

Continuous Improvement Standards
and other materials provided by the lecturers.

Teaching methods

- Group assignments
- Individual assignments
- Learning diary

Exam schedules

no exams

International connections

Innovation pedagogy, flipped learning and team-based learning in student groups and presentations (substance and communication skills)
- Individual assignments
- Independent working and information retrieval from reference material

Completion alternatives

None.

Student workload

Total, average student work is about 133h. Webinars cover about 16h, all remaining in individual learning, assignment works including student group collaboration.

Introduction to the theme and terminology: pre-reading list + multiple choice test

Designing and implementing continuous framework and quality tools for your own business field or organization (or other institution, brand etc.)

Self-evaluation of learning and individual learning diary.

Content scheduling

Define the Continuous Improvement Framework
- Establish the quality tools for continuous improvement and problem-solving
- Evaluate critically the applying of quality tools in practice
- Quantitative methods in process improvement
- Qualitative methods in process improvement

Online lectures: 16 hours together (2 or 4 hours / day)

Further information

ItsLearning

Evaluation scale

H-5

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform.
Grading of the course is done as follows:
Terminology multiple choice test
Participation for contact lessons
Individual assignment
Group work report and presentation
Personal Learning Diary
Course can be approved when all the assignments are passed at least with the minimum grade.

Assessment criteria, fail (0)

Quantity:
Assignments are not completed to an acceptable level.
Quality:
The minimum learning objectives are not met (see course description),
There is a lack of knowledge of academic conventions.

Assessment criteria, satisfactory (1-2)

Quantity:
Research, thinking, communication and reflection are acceptable
Quality:
Appear to grasp theory and have made a start in showing its applicability.
Knowledge of academic conventions is inadequate.

Assessment criteria, good (3-4)

Quantity:
Research, thinking, communication and reflection are good.
Quality:
General understanding of theory and application in real-life context
Knowledge of academic conventions is good, although there may be systematic minor errors.

Assessment criteria, excellent (5)

Quantity:
Mastery of theory and penetrating insights in real-life context
Quality:
Outstanding research, thinking, communication and reflection
Knowledge of academic conventions is excellent.

Objective

After completing the course, the student is able to:
· to search and utilize scientific literature
· to identify and describe the main research and development approaches and analysis methods
· to choose and apply an appropriate methodology for his/her work
· to evaluate the validation of the research and development
· to write a scientific report
· to understand the significance of research data

Content

The emphasis on content may vary depending on implementation and field of study:
· Introduction to research including ethics
· Literature search and review
· Developing a research plan
· Research Ethics and Research Integrity
· Survey research methods
· Data analysis, statistical methods
· Research presentation

Materials

Academic Conventions:
Different writing related online resources as an example: Academic Phrases for Writing Results & Discussion Sections of a Research Paper. (n.d.). https://www.ref-n-write.com/blog/research-paper-example-writing-results-discussion-section-academic-phrasebank-vocabulary/ (retrieved on 21APR2021)


Ouantitative methods:

Michael H. Herzog, Gregory Francis, Aaron Clarke. Understanding Statistics and Experimental Design - How to Not Lie with Statistics. Springer Open. 2019 ISBN 978-3-030-03498-6 ISBN 978-3-030-03499-3 (eBook) https://doi.org/10.1007/978-3-030-03499-3

Sarah E. Burke and Rachel T. Silvestrini. The Certified Quality Engineer Handbook. ASQ Quality Press Milwaukee, Wisconsin 2017
Franz Kronthaler, Silke Zöllner. Data Analysis with RStudio - An Easy going Introduction. Springer Spectrum and R Studio. 2021 ISBN 978-3-662-62517-0 ISBN 978-3-662-62518-7 (eBook) https://doi.org/10.1007/978-3-662-62518-7.

Understanding Statistics and Experimental Design

This open access textbook teaches essential principles that can help all readers generate statistics and correctly interpret the data. It offers a valuable guide for students of bioengineering, bio...

Scientific articles

Qualitative research methods:

Eriksson, P. & Kovalainen, A. 2008.Qualitative Methods in Business Research. London: SAGE Publications Ltd.

Klenke, K., Martin, S. and Wallace, J.R. 2016. Qualitative Research in the Study of Leadership: Second Edition. Bingley: Emerald.

Auerbach, C. & Silverstein, L.B. 2003. Qualitative Data : An Introduction to Coding and Analysis. New York: New York Univesity Press. ProQuest Ebook Central.

Dey, I. 2005. Qualitative Data Analysis: a user-friendly guide for social scientists. London: Taylor & Francis.

Teaching methods

Quantitative methods:
- Individual and team work
- Exercises
- Presentations

Qualitative research methods:
- individual and group work
- self- and peer-assessments
- discussions
- presentations

Exam schedules

None.

International connections

Study Groups

Quantitative methods:
- Individual and group assignments

Qualitative research methods:
- Individual and group assignments

Completion alternatives

None.

Student workload

Quantitative methods:
5 x 2 h online meetings + independent work and exercises

Qualitative research methods:
2 x 2 h online meetings + independent work individually and in groups
research and analysis methods and tools - exercises

2 x 3 h presentations of thesis plans and acting as opponents

Content scheduling

- Academic Conventions (APA7)

Quantitative methods:
- Empirical research, steps of quantitative research and research design
- Measurement, questionnaire
- Sampling, statistical description, observation matrix, frequency
- Variables of the variable,
- Graphical presentation
- Statistical inference
- Hypotheses
- Correlations between variables
- Testing of means
- Research framework, research tasks, research problems, research questions, research hypotheses
- Reporting the research findings
- Reporting the results of the study
- The evaluation part of the study in the report

Qualitative Research:
Content:
- different types of approaches and research principles
- qualitative research and analysis methods: interviews, benchmarking, questionnaires with open questions, workshops / brainstorming, content analysis with coding
- quality issues and ethics in the research, data management, IPR and GDPR
- literature search, evaluation and use of the appropriate research methods for projects and master's thesis


Master's Thesis research plan (academic conventions) and opposing - presentations
29.8.2023 9-11 Quantitative methods/ Salokangas
31.8.2023 8-10 Quantitative methods/ Salokangas
11.9.2023 8-10 Quantitative methods/ Salokangas
25.9.2023 8-10 Quantitative methods /Salokangas
9.10.2023 8-10 Quantitative methods/ Salokangas
24.10.2023 8-10 Quantitative methods / Salokangas
7.11.2023 8-11 Qualitative Research / Seppälä-Kavén
21.11.2023 8-11 Qualitative Research /Seppälä-Kavén
5.12.2023 8-11 Presentations of thesis research plan Salokangas, Seppälä-Kavén
12.12.2023 8-11 Presentations of thesis research plan Salokangas, Seppälä-Kavén

Further information

ItsLearning

Evaluation scale

H-5

Assessment criteria, fail (0)

Quantity: Assignments are not completed to an acceptable level and or not returned assignments - instructions have not been followed

- Quality: The minimum learning objectives are not met

Assessment criteria, satisfactory (1-2)

Communication and reflection are acceptable - assignments partly done according to the instructions.

Assessment criteria, good (3-4)

Communication and reflection are good - assignments done according to the instructions.

Assessment criteria, excellent (5)

Outstanding communication, reflection and application - assignments done according to the instructions and returned on time -by the deadline.

Objective

After completing the Master's Thesis, the student can:

- critically evaluate and apply research information
- use the chosen methods to analyse ja solve problems in working life
- work independently as an expert in demanding contexts in which he/she is managing his/her own and possibly also the others’ work in a target-oriented way
- communicate and network in his/her own field and in international environment
- take into account communal and ethical perspectives of own profession.

Content

The essential part of Master-level studies is a thesis of 30 credits. The thesis starts normally immediately at the beginning of the studies, and it passes through the entire study period, although it is possible that the thesis will follow other studies if necessary.

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, if possible. It is preferable that the thesis is based on an assignment.

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 course on research and development methods.

Working consists of the following steps:
1. Presentation of the thesis idea
2. Thesis plan
3. Thesis agreement
4. Implementation, related research information and documentation of the work in accordance with industry practice and in a meaningful way for the thesis
5. Participation in a group supervision (“thesis learning café”) and individual guidance of the thesis
6. Presentation of the results after completion of the thesis
7. Maturity test: The student must write a maturity examination in the field of the thesis. This demonstrates awareness with the subject and the linguistic 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 test the professional expertise. The maturity test is evaluated on a scale approved/ failed.
8. Ensuring that there is no plagiarism in the thesis and evaluation of the thesis

Learning methods: Research and development project; participating seminars, and in individual and group tutoring.

Pedagogical methods: Teachers tutoring Master thesis studies act as contact persons, bridge-builders enabling students to become part of project community. Mentoring and feedback from peer students in small groups is organized in order to support student’s active and responsible participation during Master thesis studies. Working life partners are involved in assessment of student’s Master thesis process. Development project includes 30 study credits which equals 810 work hours, i.e. 20 weeks of full time studying.

The thesis will be evaluated using scale 1–5, applying the evaluation criteria of TUAS Master School. The assessment focuses on RDI-process and reporting on it orally and in writing. TUAS staff is responsible for the summative assessment at the end of the process, and the assessment will be done by two supervisors.

Exam schedules

N/A

Student workload

Master's thesis: the whole process
27h x 30 ects

Further information

ItsLearning and communications channels agreed with your thesis supervisor

Evaluation scale

H-5

Assessment methods and criteria

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, fail (0)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, satisfactory (1-2)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, good (3-4)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, excellent (5)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Qualifications

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