Welfare Competence in a Service Environment

1. Welfare Competence in a Service Environment  15 credits compulsory study unit Marjo Pääskyvuori

2. Goal of the study unit • promote innovation with their work • analyse trends and examine the development of the field using various futures study methods • use research and development methods in planning and implementing projects Laurea University of Applied Sciences

3. Contents of the study unit • The operating environment ofthe sector • Producing services that promote welfare • Economic actions in a service environment • The research and development process • Future prospects of the sector and methods of futures studies • Sample portfolio Laurea University of Applied Sciences

4. Include of the study unit; In the facility service environment • • Procuring and selling services • Real estate and user services • Principles of sustainable development Laurea University of Applied Sciences

5. Contents of the study unit • In the consumer service environment (Leppävaara) • Consumer policy and consumers’ legal rights • Managing consumption and finances • Consumer and family welfare • In the catering service environment (Järvenpää) • Eating habits, trends, cultures • Food as a service product • Nutritional and hygienic quality • Occupational health and safety • Information technology in catering service processes Laurea University of Applied Sciences

6. Description of the study unit • The framework for competence development consists of organisations focused on service provision and procurement, and Finnish and international associations or bodies operating in the sector. The ability to produce healthy, safe and profitable services to promote the well-being of customers and work communities forms the basis of competence in the field. Laurea University of Applied Sciences

7. a half- year/ 15 cr study unit September October 3. Deepening of concept analysis by limiting aspects to identify and describe processes 4. Students choose a project which will deepen their knowledge. They define the knowledge base of the project and their own learning outcomes September 2.Implementation of study units general concepts October Assesment of the first and second phase September 5.Starting a project, strengthening of students individual knowledge base, workshop on information retrieval, company visits Reflection on the project objectives 1.Concept analysis; what is concept analysis? Students create their own view - joint handling Reflection on the common output Reflection on the project; teacher and student counseling discussion (3-6); peer presentations November LbD – Implementation of study unit 6. Making an individual knowledge base and presentaion to the whole group 11. Ending the project; arry out reporting and further work proposedcreatures Self-assessment of individual work of project results and know-how Assessment of results and know-how in small teams December Assessment of the exam in small groups 7. The student creates questions from his/her own topic and the teacher selects the best suited for the exam - > individual exam 10.Presentation; Carry out the results to project partner 9.Presentation of project plan; project working; planning of services; and making a dimensioning calculation and working instructions, writing a conclusion in small teams December 8.Making a project plan; teamwork November November