Lectures, exercises, tests, assignments.
Petra Paloniemi
Blomme, R. & Melissen, F. 2014. Hospitality experience: An introduction to hospitality management. Houten, The Netherlands: Noordhoff Uitgevers Groningen. Ainsworth, S., Purss, A. 2009. Same time, next year?: Human resource management and seasonal Workers. Personnel Review. 38:3, 217-235. Hancock, P. 2013. ‘Being Santa Claus’: the pursuit of recognition in interactive service work. Work, employment and society. 27:6, 1004 –1020. Ivarsson, L., Larsson, P. 2015. Service Work and Employee Experience of the Service Encounter. Plaskoff, J. 2017. Employee experience: the new human resource management approach. Strategic HR Review. 16:3, 136-141. Pine, B.J & Gilmore, J. H. 2011. The experience economy. (Updated edition.) Boston: Harvard Business Review Press.
50% Contact teaching, 50% Distance learning
Fieldwork in a tourism company.
English
International group of students. Cooperation with the international tourism field and alumni.
01.09.2021 - 31.12.2021
10 cr
01.08.2021 - 12.09.2021
Autumn 2021, Rovaniemi (online implementation possible if needed)
To be announced.
Excellent (5) Multicultural communication skills of the student are at an excellent level and he/she is very efficient and systematic when as a member of a work community. He/she knows very well how to apply safety aspects in his/her work. The student fully understands the meaning of localness in global business processes. He/she has excellent hospitality skills and his/her skills of the basic tasks and duties are also at an excellent level. The student has excellent knowledge of an organisation’s operating model and process as well as of multisensory service experiences. He/she passes all the tests required for working in the tourism field. The student can give a fluent oral presentation about his/her field work experiences in English. All the assignments are performed according to the instructions. Very good (4) Multicultural communication skills of the student are at a very good level and he/she is very good member of a work community. He/she knows very well how to apply safety aspects in his/her work. The student knows the meaning of localness in global business processes. He/she has very good hospitality skills and his/her skills of the basic tasks and duties are also at a very good level. The student has very good knowledge of an organisation’s operating model and process as well as of multisensory service experiences. He/she passes all the tests required for working in the tourism field. The student can give a very good oral presentation about his/her field work experiences in English. All the assignments are performed according to the instructions. Good (3) Multicultural communication skills of the student are at a good level and he/she is fairly good member of a work community. He/she knows how to take safety aspects into account in his/her work. The student knows the meaning of localness in global business processes. He/she has good hospitality skills and his/her skills of the basic tasks and duties are also at a good level. The student has fairly good knowledge of an organisation’s operating model and process as well as of multisensory service experiences. He/she passes all the tests required for working in the tourism field. The student can give an oral presentation about his/her field work experiences in English. Most of the assignments are performed according to the instructions. Satisfactory (2) Multicultural communication skills of the student are at a basic level and he/she knows how to operate as a member of a work community. The student understands the importance of safety issues in his/her work. The student is able to understand localness in global business processes with the help of examples and exercises. He/she develops his/her hospitality skills but his/her skills of basic tourism related tasks and duties remain at a basic level. He/she has some understanding of an organisation’s operating model and process but is unable to see it in a wider context. The student has some basic knowledge of multisensory service experiences. He/she passes all the tests required for working in the tourism field. The student can give a satisfactory oral presentation about his/her field work experiences in English but needs assistance. Some (but not all) assignments are performed according to the instructions. Poor (1) Multicultural communication skills of the student are at a very basic level and he/she understands the role of a member of a work community. The student understands the importance of safety issues in his/her work. The student understands localness in global business processes only with the help of examples and exercises. He/she develops his/her hospitality skills but his/her skills of tourism related tasks and duties remain at a very basic level. He/she has limited understanding of an organisation’s operating model and process but is unable to see it in a wider context. The student has limited knowledge of multisensory service experiences. He/she passes all the tests required for working in the tourism field. The student can give a satisfactory oral presentation in English but needs a lot of assistance. Only a few assignments are performed according to the instructions. Fail (0) The student does not complete the assignments according to instructions or does not attend the learning situations at all. He/she does not pass the assignments, tests and/or the exam as required. Please note that there might be more specific assessment criteria for learning assignments which will be given at the beginning of the study unit.
Petra Paloniemi, Ulla Kangasniemi, Petri Pälli, Outi Kähkönen
0 - 50
Tourism
3 cr
5 cr
H-5