Articles and other material in Moodle; material tipped by the coaches; material searched and acquired by students.
The course is tailor-made to RIMKEN group studying the Master’s Degree Programme of Risk Management and Circular Economy. In a nutshell, the course is about service and business design for risk management and circular economy. We mainly focus on lean and agile development methodologies and tools. Considering the name of the study unit - Synergy using the Piñata Method - the analogy and association of a piñata and hitting a piñata is three-folded:
1. Being blind-folded is a question of learning and gaining sight and foresight by trial and error and trying again, where the coaches and use of different tools help the students to see through the process and the blindfold.
2. The logic of trial-and-error stresses the importance of failing (when generating ideas and innovating), failing fast / often / early (to fail small), and the courage and will to keep on hitting (and re-trying); and this interconnects with the changing operational environment and how to navigate in change with experimentation culture and constant agile iteration of incremental steps and ideas that are constantly validated with the most important stakeholders.
3. All this helps and coaches students to tolerate uncertainty (in the process, work, and life) and empower them with a sense of capability and sense of self-efficacy – with an “I can do it” spirit.
The learning methods cover inspirational lectures, reading and reflecting, workshops, individual and team work, and the use of service and business design tools. The course benefits from coaching pedagogy, that underlines the importance and inclusion of four pillars of coaching: trust - dialogue - ownership - co-creation.
The evaluation is based on individual work and teamwork; to be completed with numeric evaluation; teacher's evaluation, and self- and peer reflection. Assessment is based on the process and product of the co-creation process. The evaluation will lean on three angles of assessment: knowing (information search, theoretical understanding etc.) - doing (applying theory, use of development methods etc.) - being (self-leadership, participation in teamwork, reflection etc.).
08.08.2022 - 11.11.2022
02.07.2022 - 19.08.2022
Mika Kylänen, Vesa Vuorinen
More specified learning outcome;
After completing the study unit, the student can:
- identify and seize service and business opportunities in the field of risk management and circular economy
- use synergy of a cross-expertise team in problem solving and development
- develop and present innovative, feasible and viable service and business concepts with an agile/lean/design thinking approach
MD in Risk Management and Circular Economy
Master's Degree Programme in Risk Management and Circular Economy
TAMK Main Campus
No alternative means of implementation.
The students have the possibility to acquire a real-life company to work with, but the students can also focus on a topic of their choice or a completely new business / service idea. This course simulates the working life by use of suitable tools and conducting a professional service and business design process.
International, multi-disciplinary cooperation; risk management and circular economy in global industries and as a global approach to do business as unusual.
1 ECTS credit equals approximately 27 hours of student's work. In the case of 5 ECTS credit course, the overall workload is approximately 135 hours. The workload can be divided as follows:
- individual pre-assignment 15-20 hours in August
- contact and/or remote learning sessions together with the coaches 20 hours
- team work around service and business development project 90-95 hours
- individual self- and peer reflection 2-3 hours
The course runs from 8 Aug to 11 Nov. The opening kick-off session will be held on Tue 6 Sept. The closing session takes place on Tue 8 Nov.
The course follows a professional design thinking process including five phases:
I Pre-phase & Introduction; preliminary ideas and build-up on the objectives, tools and logic
- pre-assignment in August to be introduced in Moodle by 12 Aug
- joint kick-off on 6 Sept
- individual work, teamwork and coaching/e-coaching
II Creative thinking and ideation “Quantity over quality”; “big picture”, sources of ideas & ideation
- joint kick-off on 6 Sept
- forming the teams
- ideation facilitated by coaches
- identification of risk management & circular economy related idea spheres and problem spaces to be solved or new opportunities to be seized
- identification of three scenarios of ideas
- coaching for teams in Sept
III Validation of ideas / empathy / testing ideas via user-testing
- selection of one problem / opportunity space, the idea or a combination of ideas
- user insight and idea testing around the selected idea
- user profiling assignment for teams
- coaching for teams in October
IV Towards quality; selection and prioritization of ideas, MVP concepts; “Quality over quantity”
- ranking and prioritizing ideas to select "the" idea to focus on
- four design and concept building assignments for teams
- finalization of projects
- second joint session on Tue 8 Nov to present the results with professional sales pitching
V Reflection & Next steps; self- and peer evaluation, teacher’s evaluation
- assignment for individuals on self- and peer reflection by 11 Nov
- assignment for individuals on personal SWOT and learning strategies by 11 Nov
To be specified in August
(1-2) The student has completed the assignments, but the scope and discussion concerning the topic is narrow and superficial. The participation in group assignments, workshops and web discussions is partial and not constructive.
(3-4) The student has completed the assignments and has taken into account multiple points of view on the issues showing awareness of their inter-connections. In group assignments, the student has shown openness to the ideas expressed by the other participants, but engagement has varied during the course.
(5) The student has completed the tasks with obvious dedication. The student has discussed the cases analytically and constructively both in individual assignments and group discussions. The student has shown active interest and engagement throughout the course.