Wellness Tourism Demand and Concepts (5 cr)

Evaluation scale

H-5

Content scheduling

3.9.2024 at 8.30 - 11.45, Implementation plan, key terms, classifications and models, instructions for the student portfolio, Telle Tuominen ja Susanna Saari, 4 h
10.9.2024 at 8.30 - 11.45, Determinants of the wellness megatrend, Susanna Saari, 4 h
17.9.2024 at 9.00 - 11.45, Wellness tourism, cultural and social wellness, Telle Tuominen, 3 h
24.9.2024 at 8.30 - 11.45, Urban wellness, wellness technologies, Susanna Saari 4 h
27.9.2024 at 10.00 - 12.00 Seminar "Tourism and Peace", Susanna Saari 2h
1.10.2024 at 8.30 - 11.45, Physical activity, Healthy Eating, Afrisa Kapella, 4 h
7.10.2024 at 8.30 - 11.45, Mental Wellness, Irina Katajisto-Korhonen, 4 h
8.10.2024 at 12.15 - 15.00 visit to Makujen maailma -workshop, 3 h
week 42: remote work
24.10.2024 at 8.30 - 11.45, Project kick-off, building project organisation for the wellness event, ideation, Telle Tuominen & Susanna Saari 4 h
During weekend 26.-27.10.2024 independent visit to Hyvä Olo EXPO (free entrance)
29.10.2024 klo 9.00 - 11.45 AND 31.10.2024 12.30 - 16.30 Nature-based wellness, Traditional and complementary wellness, Real estate wellness, wellness event project plan, participating in the seminar "Minäkin olen matkailualalla", Susanna Saari & Telle Tuominen, 7 h
7.11.2024 klo 8.30 - 11.45, Workplace wellness, wellness event project work, Susanna Saari, 4 h
12.11.2024 at 13.15 - 17.00, Wellness event project work, Telle Tuominen & Susanna Saari, 4 h
21.11.2024 at 8.30 - 11.45, Telle Tuominen & Susanna Saari, wellness event "testing", 4 h
29.11.2024 at 8.30 - 11.45, Telle Tuominen & Susanna Saari, wellness event 4 h
3.12.2024 at 8.30 - 11.45, Feedback, Telle Tuominen, 4 h

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. Additionally students are recommended to do independent information search for the wellness event project and the student portfolio.

Teaching methods

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

Exam schedules

No exam

Pedagogic approaches and sustainable development

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 are needed in all business sectors. You will 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.

Completion alternatives

None

Student workload

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

Independent/remote work (totally about 78 hrs): wellness event/project team work, preparing for reading tasks, visit to Hyvä Olo EXPO (about 28hrs), and compiling individual student portfolio (about 50hrs).

Onsite: about 57hrs according week schedule: lectures, information search and discussions, project work, project and portfolio tutoring, wellness event etc.

Evaluation methods and criteria

Individual student portfolio, scale 0 - 5, 50 % of total grade
Wellness event project consists of "wellness services in action and info flashes". There will be a steering group and sub teams. The project work is assessed from different aspects (plans, utilization of theoretical background, marketing communication, implementation, reflection; utilization of AI allowed according instructions), scale 0 - 5, 50 % of total grade. Self-, peer-, steering group and teacher assessment.
2 pre-assignments, accepted - fail

Failed (0)

Failure to pass any of the course assignments. Assignments incomplete. Assignments returned after the due date may also lead to failure. Involvement in event planning minimal or non existent, ideation of sub team's activity is based on an existing product/concept.

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

Assessment criteria, satisfactory (1-2)

The portfolio makes little use of the knowledge base, and the data search is presumably limited. The content of the portfolio is fragmented, only partially in line with the terms of reference. The learning objectives are only partially achieved, which is also reflected in the reflection.

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

Assessment criteria, good (3-4)

The portfolio makes use of the knowledge base of some of the themes of the course or there are big differences in the use of the knowledge base in relation to the different themes. As a whole, the portfolio already covers many of the objectives and themes of the course. The portfolio demonstrates that the student has gained a broad understanding of the professional content of the course. This is also reflected in his/her reflection and he/she identifies his/her competences in a form that can be used, for example, in a job search situation.

Project work:
The student/small group works in a fairly proactive and coordinated way towards the objectives of the assignment and the course and is able to share knowledge within the group to some extent. The student/small group makes partially justified use of relevant knowledge bases or searches for information. Work is occasionally planned, critical and generates some new ideas. The final output is relevant to the task and comprehensible, if sometimes limited or one-sided. The learning objectives are well met.

Assessment criteria, excellent (5)

The portfolio contains a broad knowledge base of the course, and there is a commendable focus on independent information retrieval. Students demonstrate an excellent understanding of the professional content of the course and highlights new and insightful perspectives and examples. In the reflection, he/she describes his/her learning as excellent, but the portfolio also shows creativity, the ability to combine perspectives and critical thinking.

Project work:
The student/small group work in an active, planned and coordinated way, drawing on and supporting each other's expertise. Extensive use or search of knowledge base, successful and reasoned application of the knowledge base in a work-life context. The final output is commendably relevant to the task, logical, insightful and varied. Significant learning value and the outputs are polished.

Further information

itslearning, emails if needed