Wellness Tourism Demand and Concepts (5cr)

Evaluation scale

H-5

Content scheduling

4.9. at 12.15 - 15.00: Implementation plan, key terms, classifications and models, instructions for the student video portfolio, Telle Tuominen
8.9. at 12.15 - 16.00: Determinants of the wellness megatrend, urban wellness, Susanna Saari
18.9. at 12.15 - 16.00: Well-being context: Personal, professional, planetary health. Wellness tourism, cultural and social wellness, instructions for the Nature-based wellness experience assignment, Telle Tuominen
1.10. at 12.15 - 16.00: Mental Wellness, Irina Katajisto-Korhonen
2.10. or 9.10. Whole day excursion (8 - 18)
3.10. at 8.30 - 12.00: Physical activity, Healthy Eating, NN
(Week 42: remote work)
21.10. at 12.15 - 16.00: Project kick-off, building project organisation for the wellness event, ideation, Telle Tuominen & Susanna Saari
28.10. at 8.30 - 12.00, Independent project work
3.11. at 12.15 - 16, Workplace wellness, nature-based wellness, wellness event project work&project plan presentation, Susanna Saari
11.11. at 12.15 - 16.00, Visiting lecturer (Eerika Rinne Sunborn Saga), real estate wellness, Wellness event project work, Telle Tuominen & Susanna Saari
20.11. at 8.30 - 11.30, Wellness event "testing", improvements, Telle Tuominen & Susanna Saari
24.11. at 8.00 - 12.00, Wellness event, Telle Tuominen & Susanna Saari
25.11 at 12.15 - 16.00, Reflection & feedback on the wellness event and the whole course
(4.12. at 12.15 - 16 in case needed)

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 have to do independent information search from reliable and up-to-date sources.

Teaching methods

The learning methods support active learning (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 an active learning approach based on experimentation, sharing knowledge and expertise, and combining different perspectives. This pedagogy is based also on cooperation, internationality, entrepreneurship, working life orientation 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 (it means about 9,5 hrs per week) as follows:

Independent/remote work (84 hrs): wellness event/project team work, preparing for reading tasks, and compiling individual student video portfolio.

Onsite: about 51 hrs according week schedule: lectures, information search and discussions, project work, whole day excursion, project and video portfolio tutoring, wellness event etc.

Evaluation methods and criteria

1) NATURE-BASED WELLNESS EXPERIENCE ASSIGNMENT in pairs, assessment accepted - fail, teacher assessment
2) TWO PRE-ASSIGNMENTS (Physical activity and healthy eating & Mental wellness), assessment accepted - fail, teacher assessment
3) INDIVIDUAL VIDEO PORTFOLIO is a professional summarizing video presentation by using for example power point slides when explaining what is wellness business all about. Length 8 minutes. The content of the video portfolio is based
A) on media monitoring findings e.g. traditional media aimed at the general public
B) on reports and articles by expert organisations and researchers given at itslearning or relaible sources you have found yourself, Turku UAS' source citation guidelines to be used
C) on practical business examples (study trip reflections, for those who did not attend the study trip, three examples of wellness businesses of your own choise)
D) Reflection (1 – 2 slides) on key learning aspects regarding wellness business opportunities and student's personal interests in wellness economy.
Assessment 0 – 5, teacher assessment and self-assessment as part of the reflection, dead line 10.11.25. scale 0 - 5, 50 % of total grade.

4) 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),
assessment scale 0 - 5, 50 % of total grade. Self-, peer-, steering group and teacher assessment.

Failed (0)

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

Assessment criteria, satisfactory (1-2)

The video portfolio makes little use of the knowledge base, and the information search is presumably limited. The content of the video portfolio is fragmented, only partially in line with the terms of reference. The learning objectives are only partially achieved. Reflection on one's own learning is superficial.

Project work:
The student/the group of students makes little use of the knowledge base, systematic ideation, teacher, steering group 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 output is mainly based on fragmented, performative work, not on planned development work and a reasoned application of the relevant knowledge base. The output is confused and/or unfinished.

Assessment criteria, good (3-4)

The video 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 video portfolio covers many of the objectives and themes of the course. The portfolio demonstrates that the student has gained a quite broad understanding of the professional content of the course. This is also reflected in his/her reflection and he/she identifies 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 wellness event project 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 project and comprehensible, if sometimes limited or one-sided. The learning objectives are quite well met.

Assessment criteria, excellent (5)

The video portfolio contains a broad knowledge base of the course, and there is a commendable focus on independent information search. The student demonstrates an excellent understanding of the professional content of the course and highlights new and insightful perspectives and examples. The portfolio also shows creativity, ability to combine perspectives and critical thinking. The student's reflection accurately analyzes the work done.

Project work:
The student/small group works 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 the wellness event project. The final output is commendably relevant to the task, logical, insightful, polished and varied.

Further information

itslearning, emails if needed