Research-based DevelopmentLaajuus (5 cr)
Code: YZZZ0110
Credits
5 op
Teaching language
- Finnish
Responsible person
- Sari Järvinen, Hyvinvointiyksikkö
- Eero Aarresola, Teknologia
- Sanna Nieminen, Teknologia
- Sami Kalliomaa, Liiketalous
- Anne Törn-Laapio, Liiketalous
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Timing
12.01.2024 - 07.04.2024
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Lifecycle Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Sami Kalliomaa
- Anne Törn-Laapio
Groups
-
ZJAYHO23S1Avoin AMK, lita, YAMK-polut, Organisaation ja talouden johtaminen
-
YHO23S1Organisaation ja talouden johtaminen (YAMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online 100%
Materials
Eskola, J. 2015. laadullisen tutkimuksen juhannustaiat. Laadullisen aineiston analyysi vaihe vaiheelta. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 185-189
Hakala, Juha. 2004. Opinnäyteopas ammattikorkeakouluille. Gaudeamus, Helsinki. https://www.ellibslibrary.com/book/951-662-903-2
- Kirja esittelee keskeisimmät opinnäytteen tekijän kohtaamat kysymykset ja tarjoaa niihin ratkaisuehdotukset.
Hirsjärvi, S., Remes, P. & Sajavaara, P. 2010. Tutki ja kirjoita. 15-16 p. Helsinki: Tammi.
Kamppinen, M., Kuusi, O., Söderlund, S. 2002. Tulevaisuudentutkimus. Helsinki: Suomalaisen kirjallisuuden seura
Kiviniemi, K. 2015. Laadullinen tutkimus prosessina. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 74-75
Klenke, K. 2016. Qualitative Researvh in the Study of Leadership. Great Britain. https://www.jamk.fi/kirjasto, Janet, Emerald
KvaliMOTV - Menetelmäopetuksen tietovaranto. Verkkojulkaisu. Tampere: Yhteiskuntatieteellinen tietoarkisto. https://www.fsd.tuni.fi/menetelmaopetus
KvantiMOT - Kvantitatiivisen tutkimuksen käsikirja https://www.fsd.tuni.fi/fi/palvelut/menetelmaopetus/kvanti/
Koskela, M. & Pilke, N. (2020). Tieteellisen tekstin jäsentäminen. Teoksessa H. Katajamäki (toim.), Tieteellinen kirjoittaminen tiedeyhteisössä (s. 123–134). VAKKI. https://vakki.net/wp-content/uploads/2020/10/KoskelaPilke123-134Tieteellinenkirjoittaminentiedeyhteisossa.pdf
Laadullisen aineiston analyysi ja tulkinta. N.d. Kajaanin ammattikorkeakoulu. https://www.kamk.fi/fi/opari/Opinnaytetyopakki/Teoreettinenmateriaali/Tukimateriaali/Laadullisen-analyysi-ja-tulkinta
Ojansalo, K. Moilanen, T. & Ritalahti, J. 2009. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
Patton, M. 2002. Qualitative research and evaluation methods. 3. painos. Thousand Oaks: Sage Publications
Puusa, A. & Juuti, P. 2011. Laadullisen lähestymistavan yleistyminen kulttuurinäkökulman myötä. Teoksessa Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimuslähestymistavan valintaan. Toim. A. Puusa ja P. Juuti. Kirkkonummi: Johtamistaidon Opisto JTO
Rantala, I. 2015. Laadullisen aineiston analyysi tietokoneella. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 108- 116.
Solatie, J. 2001. Focusryhmät: Kvalitatiiviset ryhmäkeskustelut strategisen markkinointitutkimuksen apuna. Helsinki: Mainostajien liitto.
Tuomi, J. & Sarajärvi, A. 2018, Laadullinen tutkimus ja sisällönanalyysi, Uudistettu laitos. edn, Kustannusosakeyhtiö Tammi, Helsinki
Tutkimuseettisen neuvottelukunna julkaisuja 3/2019. Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettiinen ennakointi Suomessa. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_o hje_2019.pdf.
Weber, K.M., Amanatidou, E.; Erdmann, L. & Nieminen, M. 2016. Research and innovation futures: exploring new ways of doing and organizing knowledge creation. Foresight: the Journal of Futures Studies, Strategic Thinking and Policy. Emerald publishing. Vol. 18, (193-203). https://janet.finna.fi, Proquest
Valli, R. 2015 . Johdatus tilastolliseen tutkimukseen. PS Kustannus, Jyväskylä. E-kirja, Luettavissa JAMK:n käyttäjätunnuksilla https://www.ellibslibrary.com/book/9789524516761
Valli, R. & Aaltola, J. 2015. Ikkunoita tutkimusmetodeihin: 2, Näkökulmia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. 4.uud. Jyväskylä: PS-kustannus
Vilkka, H. 2009. Tutki ja kehitä. 3. p., uud. p. Helsinki: Tammi
Teaching methods
You can study in the course at your own pace
- Individual learning tasks
- Small group work online
- Webinars
- Online Discussions
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars/replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h
Total 135 hours
Content scheduling
In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace
Presenting on the online discussion platform is a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
Further information
Avoin amk 10 (sisältyy max-määrään)
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
20.11.2023 - 04.01.2024
Timing
08.01.2024 - 19.05.2024
Number of ECTS credits allocated
5 op
Mode of delivery
Contact teaching
Unit
School of Business
Campus
Lutakko Campus
Teaching languages
- Finnish
Seats
0 - 30
Degree programmes
- Master's Degree Programme in Robotics
Teachers
- Tuula Kotikoski
Groups
-
YTG23S1Insinööri (ylempi AMK), robotiikka
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online, in Tuula Kotikoski's Zoom https://zoom.us/j/9925791129
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Tang, H. (2020). Engineering Research: Design, Methods, and Publication. Wiley.
Teaching methods
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- webinars/replacing assignments 16 h
- learning tasks 79 h
- studying the course material 40 h
Total 135 hours.
Content scheduling
The course starts with webinar lessons in Tuula's Zoom - message by email to confirm dates and times of the webinars i August.
Taking part in the course start webinar is also a sign of your participation in the course.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 7-8 webinars (dates confirmed later).
Further information
Assessment methods:
Reflective self-assessment, continuous feedback, assessment of the course is based on course assignments.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2023 - 30.11.2023
Timing
01.12.2023 - 31.01.2024
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Technology
Campus
Main Campus
Teaching languages
- Finnish
Seats
0 - 50
Degree programmes
- Master's Degree Programme in Low Carbon Civil Engineering
- Master's Degree Programme in Lifecycle Management
Teachers
- Pekka Lähdesmäki
- Sara Taskinen
- Pasi Lehtola
Groups
-
YTH23K1Elinkaaren hallinta (YAMK)
-
YTY23K1Vähähiilinen rakentaminen- tutkinto-ohjelma (YAMK)
-
ZJAYTY23K1Avoin amk, AMK-polut, Vähähiilinen rakentaminen, Monimuoto
-
ZJAYTH23K1Avoin amk, AMK-polut, Elinkaaren hallinta, Monimuoto
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Brannen, J. 2016. Mixing methods: qualitative and quantitative research. Harlow: Pearson
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. https://tenk.fi/sites/default/files/2023-03/HTK-ohje_2023.pdf
The ethical principles of research with human participants and ethical review in the human sciences in Finland. Finnish National Board on Research Integrity TENK guidelines 2019 https://tenk.fi/sites/default/files/2021-01/Ethical_review_in_human_sciences_2020.pdf
Teaching methods
Online exam
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
Online exam on 11.12.2023. Two resit exams in January 2024.
Material for the examination: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy. eKirjana TamPub- julkaisuissa http://urn.fi/URN:ISBN:978-951-44-7732-4.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- lectures/online lectures 6 h
- webinars/replacing assignments 9 h
- learning tasks 40 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Directions for the exam aa.12. (video)
Online exam bb.12.
Online contact cc.12.
Further information
Arviointimenetelmät:
Reflektiivinen itsearviointi, vertaiskommentointi, jatkuva palaute ja opintojakson kokonaisarviointi verkkotenttiin ja oppimistehtäviin pohjautuen.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2023 - 10.09.2023
Timing
18.09.2023 - 21.12.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Campus
Main Campus
Teaching languages
- Finnish
Seats
0 - 35
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master’s Degree Programme in Tourism and Hospitality Management
Teachers
- Sami Kalliomaa
- Anne Törn-Laapio
Teacher in charge
Sami Kalliomaa
Groups
-
YMJ22S1Matkailu- ja palveluliiketoiminnan johtaminen (YAMK)
-
YHO22S1Organisaation ja talouden johtaminen (YAMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online 100%
Materials
Eskola, J. 2015. laadullisen tutkimuksen juhannustaiat. Laadullisen aineiston analyysi vaihe vaiheelta. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 185-189
Hakala, Juha. 2004. Opinnäyteopas ammattikorkeakouluille. Gaudeamus, Helsinki. https://www.ellibslibrary.com/book/951-662-903-2
- Kirja esittelee keskeisimmät opinnäytteen tekijän kohtaamat kysymykset ja tarjoaa niihin ratkaisuehdotukset.
Hirsjärvi, S., Remes, P. & Sajavaara, P. 2010. Tutki ja kirjoita. 15-16 p. Helsinki: Tammi.
Kamppinen, M., Kuusi, O., Söderlund, S. 2002. Tulevaisuudentutkimus. Helsinki: Suomalaisen kirjallisuuden seura
Kiviniemi, K. 2015. Laadullinen tutkimus prosessina. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 74-75
Klenke, K. 2016. Qualitative Researvh in the Study of Leadership. Great Britain. https://www.jamk.fi/kirjasto, Janet, Emerald
KvaliMOTV - Menetelmäopetuksen tietovaranto. Verkkojulkaisu. Tampere: Yhteiskuntatieteellinen tietoarkisto. https://www.fsd.tuni.fi/menetelmaopetus
KvantiMOT - Kvantitatiivisen tutkimuksen käsikirja https://www.fsd.tuni.fi/fi/palvelut/menetelmaopetus/kvanti/
Koskela, M. & Pilke, N. (2020). Tieteellisen tekstin jäsentäminen. Teoksessa H. Katajamäki (toim.), Tieteellinen kirjoittaminen tiedeyhteisössä (s. 123–134). VAKKI. https://vakki.net/wp-content/uploads/2020/10/KoskelaPilke123-134Tieteellinenkirjoittaminentiedeyhteisossa.pdf
Laadullisen aineiston analyysi ja tulkinta. N.d. Kajaanin ammattikorkeakoulu. https://www.kamk.fi/fi/opari/Opinnaytetyopakki/Teoreettinenmateriaali/Tukimateriaali/Laadullisen-analyysi-ja-tulkinta
Ojansalo, K. Moilanen, T. & Ritalahti, J. 2009. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
Patton, M. 2002. Qualitative research and evaluation methods. 3. painos. Thousand Oaks: Sage Publications
Puusa, A. & Juuti, P. 2011. Laadullisen lähestymistavan yleistyminen kulttuurinäkökulman myötä. Teoksessa Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimuslähestymistavan valintaan. Toim. A. Puusa ja P. Juuti. Kirkkonummi: Johtamistaidon Opisto JTO
Rantala, I. 2015. Laadullisen aineiston analyysi tietokoneella. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 108- 116.
Solatie, J. 2001. Focusryhmät: Kvalitatiiviset ryhmäkeskustelut strategisen markkinointitutkimuksen apuna. Helsinki: Mainostajien liitto.
Tuomi, J. & Sarajärvi, A. 2018, Laadullinen tutkimus ja sisällönanalyysi, Uudistettu laitos. edn, Kustannusosakeyhtiö Tammi, Helsinki
Tutkimuseettisen neuvottelukunna julkaisuja 3/2019. Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettiinen ennakointi Suomessa. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_o hje_2019.pdf.
Weber, K.M., Amanatidou, E.; Erdmann, L. & Nieminen, M. 2016. Research and innovation futures: exploring new ways of doing and organizing knowledge creation. Foresight: the Journal of Futures Studies, Strategic Thinking and Policy. Emerald publishing. Vol. 18, (193-203). https://janet.finna.fi, Proquest
Valli, R. 2015 . Johdatus tilastolliseen tutkimukseen. PS Kustannus, Jyväskylä. E-kirja, Luettavissa JAMK:n käyttäjätunnuksilla https://www.ellibslibrary.com/book/9789524516761
Valli, R. & Aaltola, J. 2015. Ikkunoita tutkimusmetodeihin: 2, Näkökulmia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. 4.uud. Jyväskylä: PS-kustannus
Vilkka, H. 2009. Tutki ja kehitä. 3. p., uud. p. Helsinki: Tammi
Teaching methods
You can study in the course at your own pace
- Individual learning tasks
- Small group work online
- Webinars
- Online Discussions
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars/replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h
Total 135 hours
Content scheduling
In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace
Presenting on the online discussion platform is a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
Further information
Avoin amk 10 (sisältyy max-määrään)
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2023 - 28.08.2023
Timing
28.08.2023 - 10.12.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
20 - 45
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Lifecycle Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Riitta Räsänen
- Tapio Mäkelä
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Pauliina Soanvaara
Groups
-
YKM23S1Musiikkipedagogi (ylempi AMK)
-
YSU23KMMonialainen kuntoutus (YAMK)
-
ZJAYSC23KMAvoin AMK, sote, Terveyden edistäminen, YAMK-polku
-
YSC23KMTerveyden edistämisen tutkinto-ohjelma (YAMK)
-
ZJAYSU23KMAvoin AMK, sote, Monialainen kuntoutus, YAMK-polku
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online course.
Materials
Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Eloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
Other study material:
Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
or
Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
Ethical principles and ethical review in human sciences. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Retrieved 27.3.2023 from http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
Other relevant material will be agreed in the beginning of the course.
Teaching methods
Online exam
Individual learning tasks: essays, poster
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Employer connections
You can connect working life development projects to learning tasks of the course.
Exam schedules
The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.
International connections
The course utilizes learning material in English.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- online exam (preparation for the exam and exam): 54 h
- webinars: 15 h
- learning tasks and studying the course material: 66 h
Total 135 hours.
Content scheduling
Online implementation:
Presenting in Moodle-platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
Module 1: online exam and preparation for the exam) 2 op
Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op
Further information
Online-exam 50% grade of the course.
Poster 50% grade of the course.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2023 - 28.08.2023
Timing
28.08.2023 - 10.12.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
20 - 45
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Lifecycle Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Tapio Mäkelä
- Riitta Räsänen
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Pauliina Soanvaara
Groups
-
YSV23S1Sosiaali- ja terveysalan ylempi AMK, verkostojohtaminen
-
YSB23S1Projektijohtaminen YAMK
-
ZJAYSB23S1Avoin AMK, sote,Projektijohtaminen, YAMK-polku
-
ZJAYSV23S1Avoin AMK, sote, Verkostojohtaminen, YAMK-polku
-
YSH23S1Sosiaali- ja terveysalan johtamisen tutkinto-ohjelma (YAMK)
-
ZJAYSH23S1Avoin AMK, sote, Sosiaali- ja terveysalan johtaminen, YAMK-polku
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online course.
Materials
Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Eloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
Other study material:
Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
or
Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
Ethical principles and ethical review in human sciences. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Retrieved 27.3.2023 from http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
Other relevant material will be agreed in the beginning of the course.
Teaching methods
Online exam
Individual learning tasks: essays, poster
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Employer connections
You can connect working life development projects to learning tasks of the course.
Exam schedules
The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.
International connections
The course utilizes learning material in English.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- online exam (preparation for the exam and exam): 54 h
- webinars: 15 h
- learning tasks and studying the course material: 66 h
Total 135 hours.
Content scheduling
Online implementation:
Presenting in Moodle-platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
Module 1: online exam and preparation for the exam) 2 op
Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op
Further information
Online-exam 50% grade of the course.
Poster 50% grade of the course.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 05.01.2023
Timing
24.04.2023 - 16.06.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Technology
Campus
Main Campus
Teaching languages
- Finnish
Seats
0 - 100
Degree programmes
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Business Network Management
Teachers
- Eero Aarresola
- Jukka Eerola
- Sanna Nieminen
Teacher in charge
Sanna Nieminen
Groups
-
YTM22S1Insinööri (ylempi AMK), Digitaalinen toimitusketju
-
YTV22S1Insinööri (ylempi AMK), verkostojohtaminen
-
ZJAYTV22S1Avoin amk, Verkostojohtaminen, insinööri, YAMK
-
YLO22S1Insinööri (ylempi AMK), logistiikka
-
ZJA22STVEJAvoin amk, Verkostojohtaminen, Monimuoto
-
ZJAYTM22S1Avoin amk, Digitaalinen toimitusketju, Verkko
-
ZJAYLO22S1Avoin amk, Logistiikka (YAMK), monimuoto
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino
Ojasalo, K., Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
Teaching methods
Opintojakso toteutetaan täysin verkossa eli opintojaksolla sovelletaan erilaisia verkkopedagogisia menetelmiä.
Webinaarit/verkkoluennot
Oppimistehtävät
Employer connections
Opintojaksolla laaditaan kehittämistyön suunnitelma työelämän kehittämiseksi.
Exam schedules
Verkkotentti keväällä 2023. Opiskelijalla on kaksi uusintamahdollisuutta.
Student workload
webinaarit 4 h
oppimistehtävät 50 h
opiskelumateriaaliin perehtyminen 41 h
tenttiin valmistautuminen 40 h
Yhteensä 135 tuntia.
Further information
Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin.
Tentti arvioidaan asteikolla hyväksytty/hylätty
Kehittämistyön suunnitelma arvioidaan asteikolla hyväksytty/hylätty
Hissipuhe arvioidaan asteikolla hyväksytty - hylätty.
Vertaisarviointi arvioidaan asteikolla hyväksytty - hylätty
Evaluation scale
Pass/Fail
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 28.02.2023
Timing
27.03.2023 - 28.05.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
0 - 20
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Tapio Mäkelä
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Emilia Lahdenperä
Groups
-
YSY22SMSosiaali- ja terveysalan ylempi AMK, monialainen kuntoutus
-
ZJAYSY22SKAvoin AMK, sote, Kliininen asiantuntija, YAMK-polku
-
ZJA23KSYAvoin YAMK, sote
-
ZJAYSY22SMAvoin AMK, sote, Monialainen kuntoutus, YAMK-polku
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online course.
Materials
Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
Other study material:
Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
or
Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
Other relevant material will be agreed in the beginning of the course.
Teaching methods
Online exam
Individual learning tasks: essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Employer connections
You can connect working life development projects to learning tasks of the course.
Exam schedules
The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.
International connections
The course utilizes learning material in English.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- online exam (preparation for the exam and exam): 54 h
- webinars: 12 h
- learning tasks and studying the course material: 69 h
Total 135 hours.
Content scheduling
Online implementation:
Module 1: online exam and preparation for the exam) 2 op
Module 2: 4 webinars and learning tasks (essay collection, peer review and self assessment) 3 op
Further information
Online-exam 50% grade of the course.
Essay collection 50% grade of the course.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 13.01.2023
Timing
27.01.2023 - 14.05.2023
Number of ECTS credits allocated
5 op
Virtual portion
4 op
Mode of delivery
20 % Contact teaching, 80 % Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 50
Degree programmes
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Project Management
Teachers
- Janne Sundelin
- Hannariina Honkanen
Groups
-
YTO22S1Insinööri (ylempi AMK), teknologialiiketoiminnan johtaminen
-
YTB22S1Insinööri (ylempi AMK), Projektijohtaminen
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
Student workload
- lectures/online lectures 8 h
- webinars/replacing assignments 8 h
- learning tasks 75 h
- studying the course material 44 h
Total 135 hours.
Content scheduling
The course starts with contact lessons 27.1.2023.
Taking part in the course start contact lessons is also a sign of your participation in the course.
Online exam is taken in the early part of the course.
The course is modular, where it takes around weeks to complete the materials and learning tasks of the modules.
The course has 3 webinars.
Further information
Evaluation methods:
Reflective self-evaluation, peer commentary, continuous feedback and overall evaluation of the course based on the learning tasks.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 13.01.2023
Timing
14.01.2023 - 30.04.2023
Number of ECTS credits allocated
5 op
Virtual portion
4 op
Mode of delivery
20 % Contact teaching, 80 % Distance learning
Unit
TA11 - Teollisuustekniikka
Teaching languages
- Finnish
Seats
0 - 50
Degree programmes
- Master's Degree Programme in Robotics
- Master's Degree Programme in Sustainable Energy
Teachers
- Janne Sundelin
- Hannariina Honkanen
Teacher in charge
Hannariina Honkanen
Groups
-
YTK22S1Insinööri (ylempi AMK), kestävä energia
-
YTG22S1Insinööri (ylempi AMK), robotiikka
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide
Student workload
- lectures/online lectures 8 h
- webinars/replacing assignments 8 h
- learning tasks 75 h
- studying the course material 44 h
Total 135 hours.
Content scheduling
The course starts with contact lessons 14.1.2023.
Taking part in the course start contact lessons is also a sign of your participation in the course.
The first assignments are given on the start day.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 3 webinars.
Further information
Evaluation methods:
Reflective self-evaluation, peer commentary, continuous feedback and overall evaluation of the course based on the learning tasks.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 05.01.2023
Timing
09.01.2023 - 27.03.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 45
Degree programmes
- Master’s Degree Programme in Business and Financial Management
Teachers
- Sami Kalliomaa
- Anne Törn-Laapio
Groups
-
ZJAYHO22S1Avoin AMK, lita, YAMK-polut, Organisaation ja talouden johtaminen
-
YHO22S1Organisaation ja talouden johtaminen (YAMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online 100%
Materials
Eskola, J. 2015. laadullisen tutkimuksen juhannustaiat. Laadullisen aineiston analyysi vaihe vaiheelta. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 185-189
Hakala, Juha. 2004. Opinnäyteopas ammattikorkeakouluille. Gaudeamus, Helsinki. https://www.ellibslibrary.com/book/951-662-903-2
- Kirja esittelee keskeisimmät opinnäytteen tekijän kohtaamat kysymykset ja tarjoaa niihin ratkaisuehdotukset.
Hirsjärvi, S., Remes, P. & Sajavaara, P. 2010. Tutki ja kirjoita. 15-16 p. Helsinki: Tammi.
Kamppinen, M., Kuusi, O., Söderlund, S. 2002. Tulevaisuudentutkimus. Helsinki: Suomalaisen kirjallisuuden seura
Kiviniemi, K. 2015. Laadullinen tutkimus prosessina. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 74-75
Klenke, K. 2016. Qualitative Researvh in the Study of Leadership. Great Britain. https://www.jamk.fi/kirjasto, Janet, Emerald
KvaliMOTV - Menetelmäopetuksen tietovaranto. Verkkojulkaisu. Tampere: Yhteiskuntatieteellinen tietoarkisto. https://www.fsd.tuni.fi/menetelmaopetus
KvantiMOT - Kvantitatiivisen tutkimuksen käsikirja https://www.fsd.tuni.fi/fi/palvelut/menetelmaopetus/kvanti/
Koskela, M. & Pilke, N. (2020). Tieteellisen tekstin jäsentäminen. Teoksessa H. Katajamäki (toim.), Tieteellinen kirjoittaminen tiedeyhteisössä (s. 123–134). VAKKI. https://vakki.net/wp-content/uploads/2020/10/KoskelaPilke123-134Tieteellinenkirjoittaminentiedeyhteisossa.pdf
Laadullisen aineiston analyysi ja tulkinta. N.d. Kajaanin ammattikorkeakoulu. https://www.kamk.fi/fi/opari/Opinnaytetyopakki/Teoreettinenmateriaali/Tukimateriaali/Laadullisen-analyysi-ja-tulkinta
Ojansalo, K. Moilanen, T. & Ritalahti, J. 2009. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
Patton, M. 2002. Qualitative research and evaluation methods. 3. painos. Thousand Oaks: Sage Publications
Puusa, A. & Juuti, P. 2011. Laadullisen lähestymistavan yleistyminen kulttuurinäkökulman myötä. Teoksessa Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimuslähestymistavan valintaan. Toim. A. Puusa ja P. Juuti. Kirkkonummi: Johtamistaidon Opisto JTO
Rantala, I. 2015. Laadullisen aineiston analyysi tietokoneella. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 108- 116.
Solatie, J. 2001. Focusryhmät: Kvalitatiiviset ryhmäkeskustelut strategisen markkinointitutkimuksen apuna. Helsinki: Mainostajien liitto.
Tuomi, J. & Sarajärvi, A. 2018, Laadullinen tutkimus ja sisällönanalyysi, Uudistettu laitos. edn, Kustannusosakeyhtiö Tammi, Helsinki
Tutkimuseettisen neuvottelukunna julkaisuja 3/2019. Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettiinen ennakointi Suomessa. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_o hje_2019.pdf.
Weber, K.M., Amanatidou, E.; Erdmann, L. & Nieminen, M. 2016. Research and innovation futures: exploring new ways of doing and organizing knowledge creation. Foresight: the Journal of Futures Studies, Strategic Thinking and Policy. Emerald publishing. Vol. 18, (193-203). https://janet.finna.fi, Proquest
Valli, R. 2015 . Johdatus tilastolliseen tutkimukseen. PS Kustannus, Jyväskylä. E-kirja, Luettavissa JAMK:n käyttäjätunnuksilla https://www.ellibslibrary.com/book/9789524516761
Valli, R. & Aaltola, J. 2015. Ikkunoita tutkimusmetodeihin: 2, Näkökulmia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. 4.uud. Jyväskylä: PS-kustannus
Vilkka, H. 2009. Tutki ja kehitä. 3. p., uud. p. Helsinki: Tammi
Teaching methods
You can study in the course at your own pace
- Individual learning tasks
- Small group work online
- Webinars
- Online Discussions
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars/replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h
Total 135 hours
Content scheduling
In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace
Presenting on the online discussion platform is a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
Further information
Avoin amk 10 (sisältyy max-määrään)
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 05.01.2023
Timing
09.01.2023 - 26.03.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 40
Degree programmes
- Master’s Degree Programme in Tourism and Hospitality Management
Teachers
- Tarja Niemelä
Groups
-
YMJ22S1Matkailu- ja palveluliiketoiminnan johtaminen (YAMK)
-
ZJAYMJ22S1Avoin AMK, marata, YAMK-polut, Matkailu ja palveluliiketoiminnan johtaminen
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online Implementation
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Online exam (based on the book written by Toikko & Rantanen, 2009)
Individual learning assignments: essays
Lectures and webinars
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h
- studying the course material 40 h
- thesis process
- preparation for the exam 40
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide
Student workload
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 2-3 webinars
Content scheduling
The course has 3 webinars
Further information
Avoin amk 10 sisältyy paikkamääriin max
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 05.01.2023
Timing
09.01.2023 - 30.04.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
0 - 40
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Tapio Mäkelä
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Emilia Lahdenperä
Groups
-
ZJAYSY22SJAvoin AMK, sote, Sosiaali- ja terveysalan johtaminen, YAMK-polku
-
YSY22SJSosiaali- ja terveysalan ylempi AMK, Sosiaali- ja terveysalan johtaminen
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online course.
Materials
Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
Other study material:
Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
or
Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
Other relevant material will be agreed in the beginning of the course.
Teaching methods
Online exam
Individual learning tasks: essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.
International connections
The course utilizes learning material in English.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- online exam (preparation for the exam and exam): 54 h
- webinars: 12 h
- learning tasks and studying the course material: 69 h
Total 135 hours.
Content scheduling
Online implementation:
Module 1: online exam and preparation for the exam) 2 op
Module 2: 4 webinars and learning tasks (essay collection, peer review and self assessment) 3 op
Further information
Online-exam 50% grade of the course.
Essay collection 50% grade of the course.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 05.01.2023
Timing
09.01.2023 - 30.04.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
0 - 40
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Tapio Mäkelä
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Emilia Lahdenperä
Groups
-
YSV22S1Sosiaali- ja terveysalan ylempi AMK, verkostojohtaminen
-
ZJAYSB22S1Avoin AMK, sote, Projektijohtaminen, YAMK-polku
-
YSB22S1Projektijohtaminen YAMK
-
ZJAYSV22S1Avoin AMK, sote, Verkostojohtaminen, YAMK-polku
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online course.
Materials
Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
Other study material:
Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
or
Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
Other relevant material will be agreed in the beginning of the course.
Teaching methods
Online exam
Individual learning tasks: essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.
International connections
The course utilizes learning material in English.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- online exam (preparation for the exam and exam): 54 h
- webinars: 12 h
- learning tasks and studying the course material: 69 h
Total 135 hours.
Content scheduling
Online implementation:
Module 1: online exam and preparation for the exam) 2 op
Module 2: 4 webinars and learning tasks (essay collection, peer review and self assessment) 3 op
Further information
Online-exam 50% grade of the course.
Essay collection 50% grade of the course.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2022 - 05.01.2023
Timing
01.01.2023 - 31.05.2023
Number of ECTS credits allocated
5 op
Virtual portion
4 op
RDI portion
2 op
Mode of delivery
20 % Contact teaching, 80 % Distance learning
Unit
TA16 - Biotalousinstituutti
Teaching languages
- Finnish
Seats
0 - 30
Degree programmes
- Master’s Degree Programme in Bioeconomy Development
Teachers
- Tarja Stenman
- Laura Vertainen
- Tero Vesisenaho
- Hannariina Honkanen
- Aapeli Piesala
Groups
-
YLB23K1Agrologi (ylempi AMK), biotalouden kehittäminen
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Online exam
Individual learning tasks
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
-lectures/online lectures 20 h
- learning tasks 45 h
studying the course material 30 h
- preparation for the exam 40 h
Total 135 hours.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2022 - 25.08.2022
Timing
01.12.2022 - 31.01.2023
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Technology
Campus
Main Campus
Teaching languages
- Finnish
Degree programmes
- Master's Degree Programme in Lifecycle Management
Teachers
- Pasi Lehtola
Teacher in charge
Sanna Nieminen
Groups
-
ZJA22KTPYEHAvoin amk, Tekniikka, Insinööri (YAMK), Elinkaaren hallinta
-
YTH22K1Elinkaaren hallinta (YAMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Online exam
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
Online exam in 12.12.2022. Two resit exams in January 2023.
Material for the examination: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy. eKirjana TamPub- julkaisuissa http://urn.fi/URN:ISBN:978-951-44-7732-4.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- lectures/online lectures 6 h
- webinars/replacing assignments 9 h
- learning tasks 40 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Directions for the exam 4.12. (video)
Online exam 12.12.
Online contact 15.12.
Further information
Arviointimenetelmät:
Reflektiivinen itsearviointi, vertaiskommentointi, jatkuva palaute ja opintojakson kokonaisarviointi verkkotenttiin ja oppimistehtäviin pohjautuen.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2022 - 30.08.2022
Timing
12.09.2022 - 04.12.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 40
Degree programmes
- Master’s Degree Programme in Business and Financial Management
Teachers
- Sami Kalliomaa
- Anne Törn-Laapio
Groups
-
YMJ22S1Matkailu- ja palveluliiketoiminnan johtaminen (YAMK)
-
YHO21S1Organisaation ja talouden johtaminen (YAMK)
-
YMJ21S1Matkailu- ja palveluliiketoiminnan johtaminen (YAMK)
-
YHO22S1Organisaation ja talouden johtaminen (YAMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy. eKirjana TamPub- julkaisuissa http://urn.fi/URN:ISBN:978-951-44-7732-4
Vilkka, H. 2021. Tutki ja kehitä. Jyväskylä: PS Kustannus.
Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (soveltuvin osin)
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage. (soveltuvin osin)
Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (soveltuvin osin)
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Orientation assignment
Individual learning assignments: essays
Lectures and webinars
International connections
.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 80 h
Total 135 hours
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course has 2-3 webinars
Further information
Avoin amk 43
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2022 - 04.09.2022
Timing
29.08.2022 - 11.12.2022
Number of ECTS credits allocated
5 op
Mode of delivery
Contact teaching
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
0 - 40
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Riitta Räsänen
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Emilia Lahdenperä
Groups
-
YSY22STSosiaali- ja terveysalan ylempi AMK, terveyden edistäminen
-
YSY22SKSosiaali- ja terveysalan ylempi AMK, kliininen asiantuntija
-
YTR21S1Rakennustekniikan tutkinto-ohjelma (YAMK)
-
ZJAYSY22STAvoin AMK, sote, Terveyden edistäminen, YAMK-polku
-
ZJAYSY22SKAvoin AMK, sote, Kliininen asiantuntija, YAMK-polku
-
YKM21S1Musiikkipedagogi (ylempi AMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
Tenttiin valmistautuminen + tentti 54 tuntia
Webinaarit 12 tuntia
Oppimistehtävät ja opiskelumateriaaliin tutustuminen 69 tuntia
verkkoluennot tai luennot tuntia
Content scheduling
Verkkototeutus. Opintojaksolla on 4 webinaaria.
Further information
Tentti muodostaa 50% arvosanasta
Esseekokoelma muodostaa 50% arvosanasta
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.08.2022 - 04.09.2022
Timing
29.08.2022 - 11.12.2022
Number of ECTS credits allocated
5 op
Mode of delivery
Contact teaching
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Business and Financial Management
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Digital Supply Chain Management
- Master’s Degree Programme in High-Technology Business Management
- Master's Degree Programme in Sustainable Energy
- Master’s Degree Programme in Bioeconomy Development
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Project Management
- Master’s Degree Programme in Tourism and Hospitality Management
- Master's Degree Programme in Business Network Management
- Master's Degree Programme in Business Network Management
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Riitta Räsänen
- Emilia Lahdenperä
- Pauliina Soanvaara
Teacher in charge
Emilia Lahdenperä
Groups
-
YSY22SMSosiaali- ja terveysalan ylempi AMK, monialainen kuntoutus
-
YSY22SKSosiaali- ja terveysalan ylempi AMK, kliininen asiantuntija
-
ZJAYSY22SKAvoin AMK, sote, Kliininen asiantuntija, YAMK-polku
-
ZJAYSY22SMAvoin AMK, sote, Monialainen kuntoutus, YAMK-polku
-
YKM21S1Musiikkipedagogi (ylempi AMK)
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
Tenttiin valmistautuminen + tentti 54 tuntia
Webinaarit 12 tuntia
Oppimistehtävät ja opiskelumateriaaliin tutustuminen 69 tuntia
verkkoluennot tai luennot tuntia
Content scheduling
Verkkototeutus. Opintojaksolla on 4 webinaaria.
Further information
Tentti muodostaa 50% arvosanasta
Esseekokoelma muodostaa 50% arvosanasta
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
24.04.2022 - 15.06.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Technology
Campus
Main Campus
Teaching languages
- Finnish
Seats
0 - 100
Degree programmes
- Master’s Degree Programme in Digital Supply Chain Management
- Master's Degree Programme in Lifecycle Management
- Master’s Degree Programme in Logistics
- Master's Degree Programme in Business Network Management
Teachers
- Eero Aarresola
- Sanna Nieminen
Teacher in charge
Eero Aarresola
Groups
-
ZJA21STPYLOAvoin AMK, teniikka, Logistiikka
-
ZJA21STPYDTAvoin AMK, teniikka, Digitaalinen toimitusketju
-
ZJA21STVJAvoin AMK, tekniikka, Verkostojohtaminen
-
YLO21S1Insinööri (ylempi AMK), logistiikka
-
YTV21S1Insinööri (ylempi AMK), verkostojohtaminen
-
YTH21S1Elinkaaren hallinta (YAMK)
-
ZJA21STPYEHAvoin AMK, teniikka, Elinkaarenhallinta
-
YTM21S1Insinööri (ylempi AMK), Digitaalinen toimitusketju
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino
Ojasalo, K., Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
Teaching methods
Opintojakso toteutetaan täysin verkossa eli opintojaksolla sovelletaan erilaisia verkkopedagogisia menetelmiä.
Webinaarit/verkkoluennot
Oppimistehtävät
Employer connections
Opintojaksolla laaditaan kehittämistyön suunnitelma työelämän kehittämiseksi.
Exam schedules
Verkkotentti keväällä 2022. Opiskelijalla on kaksi uusintamahdollisuutta.
Student workload
webinaarit 2 h
oppimistehtävät 50 h
opiskelumateriaaliin perehtyminen 43 h
tenttiin valmistautuminen 40 h
Yhteensä 135 tuntia.
Further information
Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Kokonaisarvosana muodostuu tentin ja kehittämistyön suunnitelman arvosanan keskiarvosta.
Tentti arvioidaan asteikolla 0-5
Kehittämistyön suunnitelma arvioidaan asteikolla 0-5
Hissipuhe arvioidaan asteikolla hyväksytty - hylätty.
Vertaisarviointi arvioidaan asteikolla hyväksytty - hylätty.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
07.02.2022 - 20.05.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
15 - 20
Degree programmes
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Tapio Mäkelä
- Emilia Lahdenperä
- Sami Hoisko
Teacher in charge
Tapio Mäkelä
Groups
-
YSY21SJSosiaali- ja terveysalan ylempi AMK, Sosiaali- ja terveysalan johtaminen
-
ZJA21SSYSAvoin AMK, sote, Sosiaali- ja terveysalan johtaminen, YAMK-polku
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Employer connections
You can connect working life development projects to learning tasks of the course.
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 2-3 webinars..
Further information
Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
Assessment of learning tasks:
Discussion, introduction - evaluation on scale accepted - to be completed
Online exam - evaluation on scale 0-5, weight 20%
Expert blog posts and responses - evaluation on scale 0-5, weight 30%
Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
28.01.2022 - 13.05.2022
Number of ECTS credits allocated
5 op
Virtual portion
4 op
RDI portion
5 op
Mode of delivery
20 % Contact teaching, 80 % Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 45
Degree programmes
- Master’s Degree Programme in High-Technology Business Management
Teachers
- Hannariina Honkanen
Groups
-
ZJA21STPYTJAvoin AMK, teniikka, YAMK- polut, Teknologialiiketoiminnan johtaminen
-
YTO21S1Insinööri (ylempi AMK), teknologialiiketoiminnan johtaminen
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Online exam
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- lectures/online lectures 6 h
- webinars/replacing assignments 9 h
- learning tasks 40 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
The course starts with contact lessons 28.1.2022 (at 12:00-19:00).
Taking part in the course start contact lessons is also a sign of your participation in the course.
Online exam is taken in the early part of the course.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 3 webinars (24.2., 31.3. and 5.5.).
Further information
Arviointimenetelmät:
Reflektiivinen itsearviointi, vertaiskommentointi, jatkuva palaute ja opintojakson kokonaisarviointi verkkotenttiin ja oppimistehtäviin pohjautuen.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
24.01.2022 - 20.05.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
15 - 40
Degree programmes
- Master's Degree Programme in Project Management
- Master's Degree Programme in Project Management
- Master's Degree Programme in Business Network Management
Teachers
- Tapio Mäkelä
- Emilia Lahdenperä
- Sami Hoisko
Teacher in charge
Tapio Mäkelä
Groups
-
ZJA21SSYPAvoin AMK, sote, Projektijohtaminen, YAMK-polku
-
ZJA21STPYPJAvoin AMK, teniikka, Projektijohtaminen (insinööri)
-
ZJA21SSYVAvoin AMK, sote, Verkostojohtaminen, YAMK-polku
-
YSV21S1Master's Degree Programme in Business Network Management
-
YTB21S1Projektijohtaminen YAMK (teknologia)
-
YSB21S1Projektijohtaminen YAMK
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 2-3 webinars..
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Timing
22.01.2022 - 31.05.2022
Number of ECTS credits allocated
5 op
Virtual portion
4 op
RDI portion
5 op
Mode of delivery
20 % Contact teaching, 80 % Distance learning
Unit
TA16 - Biotalousinstituutti
Teaching languages
- Finnish
Seats
0 - 24
Degree programmes
- Master’s Degree Programme in Bioeconomy Development
Teachers
- Laura Vertainen
- Hannariina Honkanen
Teacher in charge
Laura Vertainen
Groups
-
YLB22K1Agrologi (ylempi AMK), biotalouden kehittäminen
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 2-3 webinars..
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
15.01.2022 - 30.04.2022
Number of ECTS credits allocated
5 op
Virtual portion
4 op
RDI portion
5 op
Mode of delivery
20 % Contact teaching, 80 % Distance learning
Unit
TA11 - Teollisuustekniikka
Teaching languages
- Finnish
Seats
0 - 60
Degree programmes
- Master's Degree Programme in Robotics
- Master's Degree Programme in Sustainable Energy
Teachers
- Janne Sundelin
- Hannariina Honkanen
Teacher in charge
Hannariina Honkanen
Groups
-
ZJA21STPYROAvoin AMK, teniikka, Robotiikka
-
YTK21S1Insinööri (ylempi AMK), kestävä energia
-
ZJA21STPYKEAvoin AMK, tekniikka, Kestävä energia
-
YTG21S1Insinööri (ylempi AMK), robotiikka
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Online exam
Individual learning tasks e.g. essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
- lectures/online lectures 6 h
- webinars/replacing assignments 9 h
- learning tasks 40 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
The course starts with contact lessons 15.1.2021 (at 8:30-15:30).
Taking part in the course start contact lessons is also a sign of your participation in the course.
Online exam is taken in the early part of the course.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 3 webinars (10.2.2022, 17.3.2022 and 21.4.2022).
Further information
Arviointimenetelmät:
Reflektiivinen itsearviointi, vertaiskommentointi, jatkuva palaute ja opintojakson kokonaisarviointi verkkotenttiin ja oppimistehtäviin pohjautuen.
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
10.01.2022 - 13.03.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 47
Degree programmes
- Master’s Degree Programme in Business and Financial Management
Teachers
- Heidi Neuvonen
Groups
-
YHO21S1Organisaation ja talouden johtaminen (YAMK)
-
ZJA21SHYAvoin AMK, lita, YAMK-polut
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Location and time
Online 100%
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h
- studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 3 webinars
Further information
Avoin amk 10 sisältyy max-määrään
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
10.01.2022 - 13.03.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Business
Teaching languages
- Finnish
Seats
0 - 44
Degree programmes
- Master’s Degree Programme in Tourism and Hospitality Management
Teachers
- Tarja Niemelä
Groups
-
YMJ21S1Matkailu- ja palveluliiketoiminnan johtaminen (YAMK)
-
ZJA21SMYAvoin AMK, marata, YAMK-polut
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Online exam (based on the book written by Toikko & Rantanen, 2009)
Individual learning assignments: essays
Lectures and webinars
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h
- studying the course material 40 h
- thesis process
- preparation for the exam 40 h
Total 135 hour
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 2-3 webinars
Content scheduling
The course has 3 webinars
Further information
avoin amk 10 sisältyy paikkamääriin max
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.
Enrollment
01.11.2021 - 09.01.2022
Timing
10.01.2022 - 01.04.2022
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
15 - 40
Degree programmes
- Master’s Degree Programme in Health Care and Social Services
Teachers
- Tapio Mäkelä
- Emilia Lahdenperä
- Sami Hoisko
Teacher in charge
Tapio Mäkelä
Groups
-
ZJA21SSYMAvoin AMK, sote, monialainen kuntoutus, YAMK-polku
-
YSY21SMSosiaali- ja terveysalan ylempi AMK, monialainen kuntoutus
Objective
Purpose of the course
The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
Competences
Ethical competence
Learning and information management competence
Entrepreneurship, innovation and working community competence
Learning outcomes
After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
.
Content
The starting points and methodology of research-based development
Research ethics and the responsible conduct of research
Process and management of research-based development
Research and development methods, data collection and data analysis
Assessment as part of research-based development
Materials
Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
OR
Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
OR
Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
OR
Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
OR
Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en
Teaching methods
Base line online exam
Individual learning tasks: Elevator speech, essays
Small group work online
Webinars
Online Discussions
Recorded online lectures, podcasts, or lectures in class
Employer connections
You can connect working life development projects to learning tasks of the course.
Exam schedules
It is recommended that the online exam be taken as soon as the online learning environment opens.
An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.
Completion alternatives
You can complete the course by combining study and work, by studification. Agree on studification
of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.
Student workload
-lectures/online lectures 6 h
- webinars/replacing assignments 6 h
- learning tasks 43 h -
studying the course material 40 h
- preparation for the exam 40 h
Total 135 hours.
Content scheduling
Online Implementation:
Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
The course has 2-3 webinars..
Further information
Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
Assessment of learning tasks:
Discussion, introduction - evaluation on scale accepted - to be completed
Online exam - evaluation on scale 0-5, weight 20%
Expert blog posts and responses - evaluation on scale 0-5, weight 30%
Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%
Evaluation scale
0-5
Assessment criteria, satisfactory (1)
Sufficient 1
The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
Satisfactory 2
The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Assessment criteria, good (3)
Good 3
The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
Very good 4
The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.
Assessment criteria, excellent (5)
Excellent 5
The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.
Further information
The course can be studied by using studification combiningn study & work in accordance with the
JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.