Study Guide

Objective

The student is able to
• formulate research questions which are related to clinical practice
• demonstrate, using a range of qualitative strategies to answer these questions appropriately
• transfer these skills into their clinical practice and demonstrate how these skills will enhance their future development
• assess various aspects of research and development in relation to osteopathic practice
• evaluate the ethics aspects of the research process

Content

• Design and the research process in qualitative research
• Embedding an ethical perspective into the research project
• Qualitative data collection methods and analysis
• Concepts of reliability, validity and interpretation
• Overview of qualitative research methods: Grounded theory, phenomenology, ethnographic, discourse analysis, action research, person-focused research and narrative methods

Location and time

16.1.2024 at 14.30 - 16 Introduction to qualitative part and refreshing qualitative methods (SK)
25.1.2024 at 9 - 10.30 Overview of some qualitative advanced methods (SK)

1.2.2024 at 14.30 - 16 Qualitative data analyses (content analysis) (SK)
15.2.2024 at 14.30 - 16 Interpretating qualitative analyses (SK)
27.2. 2024 at 14.30-16 Some developmental methods (SK)

4.3.2024 at 14 - 15 Examination (SK)
5.3.2024 at 15 - 17 Knowledge and evidence in osteopathic practice (OT)
12.3.2024 at 15 - 17 Qualitative research series (OT)
19.3.2024 at 14 - 15 First retake exam (SK)
19.3.2024 at 15 - 17 Group discussions (OT)
26.3.2023 at 14-15 Second retake exam (SK)

16.4.2024 at 15 - 17 Class discussion on the role of qualitative research (OT)
25.4.2024 at 11 - 13 Presentations in groups (OT)
30.4.2024 at 15 - 16.30 Reflections and disserttaion discussions (OT)

Materials

Can be found from the course's Moodle-platform

Teaching methods

Online lectures and workshop, independent work

Exam schedules

4.3 at 14-15 Examination
19.3 at 14-15 First retake exam
26.3 at 14-15 Second retake exam

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student uses approaches qualitative research methods related to osteopathic practice, solves problems in using qualitative research methods, recognizes and analyzes the benefits of qualitative research strategies.

Assessment criteria, good (3)

The student uses concepts of the area of expertise correctly, solves problems in the field of qualitative research and osteopathic practice, and develops new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student creates a consistent knowledge base for osteopathy practice by making use of qualitative research methods in a critical and analytic manner, uses concepts of the area of expertise innovatively, solves demanding problems in the field of research where new knowledge and competence is created. The student applies and combines information from different fields, develops innovative insights or solutions for the best of the patient, communicates about subject matters convincingly both orally and in writing to patients such as audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Assessment methods and criteria

Active participation on online sessions
Returning course assignments in time
And passing the exam

Prerequisites

Research methods and tools 5 ECTS credits or equivalent research and development studies.

Further information

N/A

Objective

The student is able to
• formulate research questions which are related to clinical practice
• demonstrate, using a range of quantitative strategies to answer these questions appropriately
• transfer these skills into their clinical practice and demonstrate how these skills will enhance their future development
• assess various aspects of research and development in relation to osteopathic practice
• evaluate the ethics aspects of the research process

Content

• Design and the research process in quantitative research
• Embedding an ethical perspective into the research project
• quantitative data collection methods and analysis
• Concepts of reliability, validity and interpretation
• Overview of quantitative research methods: Descriptive and analytic methods, parametric and non-parametric methods

Location and time

Online sessions in Zoom https://metropolia.zoom.us/j/66374544919
By Docent Eija Metsälä/Quantitative research. All times in EET -1 CET -3 GMT
Online sessions by Principal Lecturer PhD Docent Eija Metsälä
4.10 at 1pm-2pm Introduction to the course
4.10 at 2pm-3pm Refreshing quantitative methods learned at basic R&D course and some advanced methods
11.10 at 3pm-4pm Quantitative research in osteopathy
1.11 at 4pm-5pm Interpretating statistical analyses
7.11 at 3pm-4pm SPSS practice
EXAM GENERAL PART 22.11 at 3pm to 5pm

Sessions by Dr Jerry Draper Rodi D.Prof.(Ost), PG Dip, PG Cert, DO
Wednesday 01/11/23 10.30 am-1.30 pm (UK time - GMT) 12.30-3.30pm FIN TIME
w/c 06/11/23:
watch pre-recorded lecture (1hr, self-paced)
In groups, students select a method (systematic review, randomised controlled trial, longitudinal study, case control/cohort study) and let the other groups know to make sure each group has a different method.
Find and read 2 seminal or key papers related to that method
Prepare a 10-min presentation with your group to summarise the salient methodological aspects of the chosen method.
Wednesday 15/11 9am-10.30 am (GMT) 11am to 12.30 am FIN TIME
Wednesday 22/11 9am-10.30 am (GMT) 11am to 12.30 am FIN TIME
Wednesday 29/11 9am-10am (GMT) 11am to 12.00 am FIN TIME
Wednesday 06/12 9am-11am (GMT) 11 am to 1pm FIN TIME
Wednesday 13/12 9am-11am (GMT) 11 am to 1pm FIN TIME

Materials

N/A

Teaching methods

N/A

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student uses approaches of quantitative research methods related to osteopathic practice, solves problems in using quantitative research methods, recognizes and analyzes the benefits of quantitative research strategies.

Assessment criteria, good (3)

The student uses concepts of the area of expertise correctly, solves problems in the field of quantitative research and osteopathic practice, and develops new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student creates a consistent knowledge base for osteopathy practice by making use of quantitative research methods in a critical and analytic manner, uses concepts of the area of expertise innovatively, solves demanding problems in the field of research where new knowledge and competence is created. The student applies and combines information from different fields, develops innovative insights or solutions for the best of the patient, communicates about subject matters convincingly both orally and in writing to patients such as audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Assessment methods and criteria

The assessment will happen in two parts
Quantitative research - general part Exam 17.11 at 10-11.30 am Fin time (5 points from each question) pass 60%=12p

Quantitative research - osteopathy spesific part

The final score will form out of these as a mean of two parts

Exam 22.11.2023 at 3pm to 5pm EET Quantitative methods - general partTentti
Assessment max 20p. 11.5-12.4p=1; 12.5-14.4=2; 14.5-16.4=3; 16.5-18.4=4; 18.5-20=5

Presentations of Jerry´s session on 11.11.2023

Prerequisites

Research methods and tools 5 ECTS credits or equivalent research and development studies.

Further information

N/A

Location and time

7.11 18-20
14.11 18-20
21.11 18-20
1.12 14-17 (Student debate)
12.12 Final essay due

Materials

Banerjee, S. B., & Berrier-Lucas, C. (2022). Foreword Decolonizing the Business Schools: A Journey on Paths Less Traveled. Revue de l’organisation responsable, 17(2), 36-41.

Brenkert, G. G. (2016). Business ethics and human rights: An overview. Business and Human Rights Journal, 1(2), 277-306.

Fatima, T., & Elbanna, S. (2023). Corporate social responsibility (CSR) implementation: A review and a research agenda towards an integrative framework. Journal of Business Ethics, 183(1), 105-121.

Han, C., Jia, F., Jiang, M., & Chen, L. (2022). Modern slavery in supply chains: a systematic literature review. International Journal of Logistics Research and Applications, 1-22.

Kempster, S., & Jackson, B. (2023). Making Purpose the Core Work of Business Leadership: A Guiding Framework. Organizational Change, Leadership and Ethics.

Stringer, T., Payne, A. R., & Mortimer, G. (2022). As cheap as humanly possible: why consumers care less about worker welfare. Journal of Fashion Marketing and Management: An International Journal, 26(4), 717-737.

Teaching methods

Course objective: To equip students with a comprehensive understanding of business ethics, corporate social responsibility (CSR), postcolonial perspectives, and their implications in modern business contexts, with a specific focus on addressing human slavery as a critical ethical issue

This course responds to United Nations Sustainable Development Goals 1 (no poverty), 5 (gender equality), 8 (decent work and economic growth), 10 (reduced inequalities), 16 (peace, justice, and strong institutions), 17 (partnership for the goals).

Learning Outcomes:

By the end of the course, students should be able to:

Explain the key ethical frameworks used in business decision-making
Analyze the potential impact of ethical and unethical business practices on various stakeholders
Apply and debate theories of Decolonization and Postcolonialism
Define corporate social responsibility (CSR) in a business context.
Recognize the concept of human slavery within business operations and global supply chains.
Examine the legal and ethical implications of modern slavery in business practices.
Formulate strategies to identify, mitigate, and prevent the risks of human slavery within organizations and supply chains

Exam schedules

12.12 Reflective essay

Content scheduling

November 7th from 18-20 (Class 1): Introduction to Business Ethics and CSR

What we will cover:

Overview of business ethics and corporate social responsibility
Importance of ethical behavior in the business world
Decolonization and postcolonial perspectives


November 14th from 18-20 (class 2): Ethical Decision-Making in Business

What we will cover
- Frameworks for ethical decision-making in business
- Ethics and the individual: why care?


November 21st from 18-20 (class 3): Corporate Social Responsibility and Human Slavery

What we will cover

The concept of human slavery and what it means for CSR
Applying postcolonial perspectives to human slavery
Addressing strategies for prevention

Evaluation scale

0-5

Objective

The student is able to plan and justify a research and / or development project in cooperation with working life.

The student is able to critically and effectively apply the research and expert knowledge of the field and RDI methods for developing practices and solving problems in working life.

The student is able to justify her/his decision.

Content

Selection of the subject, ideation and planning of the thesis

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision

Location and time

Wed 24.1 at 9.00-12.30
THIS SEMINAR IS MANDATORY FOR ALL starting their theses spring 2024
Start first together in https://metropolia.zoom.us/j/9148892197 after which we divide in to supervisor vise zooms (each supervisor informs their own links)
Wed 6.3 at 9.00-12.30
THIS SEMINAR IS MANDATORY FOR ALL starting their theses spring 2024
Start first together in https://metropolia.zoom.us/j/9148892197 after which we divide in to supervisor vise zooms (each supervisor informs their own links)
Tuesday 16.4 at at 9.00-12.30
Wed 15.5 at 9.00-12.30

Workshops to support Master thesis
Groups: S1123S6, T1423S6, L0523S6, S2423S6
How to construct a thesis plan (EM) Zoom: https://metropolia.zoom.us/j/9148892197
Workshops with the same content. It is mandatory for all to participate either of them.
Tu 16.1 at 9.00-10.00
Wed 20.3 at 9.00-10.00

Agreements and permits (EM) Zoom: https://metropolia.zoom.us/j/9148892197
Groups: S1123S6, T1423S6, L0523S6, S2423S6, S1122S6, T1422S6, L0522S6, S2522S6B, S2522S6A https://metropolia.zoom.us/j/9148892197
Wed 6.3 at 1pm-2.30pm
Wed 15.5 at 1pm-2.30pm

Materials

As in the RDI skill and methods.

Teaching methods

Seminars, workshops, autonomous studying

Student must present one's own project in at least two seminars/semester.

It is mandatory to have one's cameras on in Master thesis seminars.

Employer connections

All thesis projects have a link to the working life.

Exam schedules

n/a

International connections

n/a

Completion alternatives

n/a

Student workload

Thesis kick off, 4 hrs
Seminars, 8 hrs
Work shop, 10 hrs
Autonomous studies 111 hrs

Content scheduling

As presented in the Moodle platform

Further information

Supervisors: Eija Metsälä, Tricia Cleland Silva, Heini Maisala McDonnel, Salla Kivelä, Sanna Garam

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Prerequisite for passing is acceptance of the research protocol granted by the supervisor and the working life representative, when appropriate

Assessment methods and criteria

It is mandatory to participate How to construct research plan -workshop and in minimum one some other master thesis supporting workshop.
The student must present one's thesis proposal in at least two thesis seminars/semester.

Research proposal, Pass / fail

Objective

The student is able to
• show awareness of key developments in neuroscience that have an impact on osteopathic practice, they are familiar with how these neuroscientific constructs can be used to enhance their clinical reasoning
• apply neuroscience principles in a clear and coherent manner as part of their patient management
• be conversant with various neuroscience approaches and theories and are able to communicate this knowledge, understanding and application to other healthcare professionals and diverse patient groups
• utilize key developments in multidisciplinary neuroscience to enhance their clinical reasoning and patient management

Content

• Review of key neuroanatomical features
• Interoception: introduction to the anatomy and its function as an integral part of the nervous system
• The role of neuroplasticity as part of motor control, learning new movements, and when adapting to injury and illness
• Brain maps and how emotions are constructed
• Placebo and nocebo and how these concepts manifest in practice
• Therapeutic neuroscience education and practical applications
• The neuroscience of touch e.g. CT fibres, peripersonal neurons, and application to practice

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to use neuroscientific knowledge in osteopathic practice, to solve problems in osteopathic practice utilizing neuroscientific knowledge, to recognize and analyze the benefits of neuroscience in osteopathy.

Assessment criteria, good (3)

The student is able to gather, process, produce and evaluate neuroscientific knowledge; to use concepts of the area of expertise correctly, to solve problems in the field of neuroscience to osteopathic practice; to develop new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student is able to create a consistent knowledge base for osteopathy practice by making use of neuroscientific knowledge in a critical and analytic manner; to use concepts of the area of expertise innovatively; to solve demanding problems in the field of neuroscience where new knowledge and competence is created; to apply and combine information from different fields; to develop innovative insights or technological solutions into patient use and practice; to communicate about subject convincingly both orally and in writing to patients, audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Prerequisites

Research methods and skills 5 ECTS credits or equivalent research and development studies. Osteopathic practice. Sufficient knowledge of neuroanatomy and -physiology.

Objective

The student is able to

• apply physiological knowledge of various components of the neuromusculoskeletal system in relation to inflammation, tissue repair and degeneration.
• link physiology and histology to their understanding of adaptation and tissue repair.
• apply critical judgment in analysing physiological arguments and hypotheses in relation to inflammation, tissue repair and degeneration.
• critically analyse underlying theorized physiological mechanisms and established physiological principles within clinical practice.
• evaluate established clinical practice in the light of physiological knowledge.
• analytically describe the interactive relation between the structure and function at tissue level, and its implication in reasoning and patient management.

Content

Physiology and histology of the neuromusculoskeletal system

• Tissue physiology and histology
• Tissue adaptation to trauma and tissue degeneration
• Implication of the structure and function perspective to osteopathic practice
• Critical argumentation on osteopathic principles from a physiological perspective

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to demonstrate the use of current physiological knowledge in problem solving in osteopathic practice and to recognize and analyze the benefits of physiological knowledge in osteopathy.

Assessment criteria, good (3)

The student is able to gather, process and evaluate physiological knowledge; to use concepts of the area of expertise correctly, to critically analyse and solve problems in osteopathic practice using concepts from the field of physiology; to develop new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student is able to create a consistent knowledge base for osteopathy practice by making use of physiological knowledge in a critical and analytic manner; to use concepts of the area of expertise innovatively; to solve demanding problems in the field of physiology where new knowledge and competence is created; to apply and combine information from different fields; to develop innovative insights or technological solutions into patient use and practice; to communicate about subject convincingly both orally and in writing to patients, audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Prerequisites

Sufficient knowledge of the subject matter and tissue anatomy and physiology related to osteopathy.

Objective

The student is able to
• apply the key psycho-emotional theories to clinical reasoning and patient management
• develop tools to help deepen understanding of the psychological impact of osteopathic treatment
• utilize psycho-emotional theories and methods to particular patient presentations and as self-help tools to sustain their own practice
• refer appropriately, and when to work in conjunction with other health professionals

Content

• Review of psychotherapeutic theory and practice relevant to osteopathic practice
• Mental health first aid
• The therapeutic relationship
• Attachment and adverse childhood experiences research, refugee and immigrant experiences
• Types of stresses, psycho-emotional traumas and trauma assessment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to use approaches of psycho-emotional theory and methods in osteopathy practice, to solve problems related psycho-emotional aspects in osteopathy practice, to recognize and analyze the benefits of psycho-emotional aspects in osteopathy.

Assessment criteria, good (3)

The student is able to gather, process, produce and evaluate knowledge of psycho-emotional theory and methods; to use concepts of the area of expertise correctly, to solve problems in the field of psycho-emotional aspects and osteopathic practice; to develop new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student is able to create a consistent knowledge base for osteopathy practice by making use of guidelines and scientific sources in a critical and analytic manner; to use concepts of the area of expertise innovatively; to solve demanding problems in the field of psycho-emotional aspects where new knowledge and competence is created; to apply and combine information from different fields; to develop innovative insights or technological solutions into patient use and practice; to communicate about subject convincingly both orally and in writing to patients, audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Objective

The purpose of the course is to improve the student's professional expertise, research and development skills, and expertise in critical argumentation and knowledge formation skills that can contribute to the field.
Goals:
• The student is able to identify, evaluate and argue research and development needs from different angles.
• The student can critically evaluate and utilise national and international research data and material for the purposes of working life development and RDI.
• The student is familiar with methods suitable for research and development projects in their field and can select the appropriate qualitative, quantitative or development methods for research and development projects.
• The student is able to apply any chosen methods appropriately.
• The student follows the principles of responsible conduct of research, data protection and research ethics and can apply the principles of open science and research in research and development activities.
• The student is able to evaluate the reliability of the research and development project appropriately.
• The student can communicate fluently about research and development issues.
• The student can act with initiative and responsibility in multidisciplinary development networks and carry out various working life development projects.

Content

• Approaches to research and development work
• Identification and evaluation of research and development needs
• Systematic acquisition of information in research and development work
• Research and development processes and methods:
o Quantitative, qualitative and development methods
o Data collection, analysis, reliability and interpretation of data
• Research ethics, data protection and responsible conduct of research, and the principles of open science and research
• Communication and reporting of research and development work

Location and time

WEEKS 36-37
5.9.2022 at 13-16 Introduction & reflection '' Science philosophic, ethical and practical preconditions of research.'' EM ja SK

WEEKS 38-39
19.9. at 16-17 Reflection ''Features of quantitative research.'' and ''Research designs and data collection methods'' quantitative research'' EM
26.9. at 16-17 Reflection ''Statistics'' EM

WEEKS 40-44
4.10. at 16-17 Reflective tutorial, "Characteristics of qualitative research and qualitative research strategies"SK
11.10. at 16-17 Reflective tutorial''Qualitative data analysis" SK
25.10. at 16-17 Reflection ''Developmental methods''
31.10. at 16-17 Reflection "Overview of Literature Reviews" EM

Materials

Can be found from the course's Moodle-platform

Teaching methods

Online learning

Exam schedules

24.11. at 10-11 Examination
8.12. at 10 -12 First retake exam
15.12. at 10 - 12 Second retake exam

Completion alternatives

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment criteria, good (3)

The student is able to analyse and argue the needs and stages of research and development work in their field. The student is able to compare, analyse and make use of relevant information purposefully in development work. The student is able to properly use key concepts and method in their field's research and development work, and to apply them in a variety of ways. They adhere to data protection and research ethics guidelines. They communicate and report clearly on their research and development work. The student is able to carry out independent research and development projects that develop working life, and is capable of cooperation with others.

Assessment criteria, excellent (5)

The student is able to assess in a critical way and to argue from many angles the needs and stages of research and development work in their field. The student is able to critically analyse and assess relevant information and to apply it skilfully in development work. The student is able to use excellently the key concepts and methods used in their field's research and development work, and to apply them in multiple and innovative ways. They have internalised the data protection and research ethics guidelines, and develop operations that comply with them. They communicate and report convincingly on their research and development work. The student is able to lead independent research and development projects and engage in constructive cooperation with others.

Assessment criteria, approved/failed

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment methods and criteria

Active participation on online sessions, returning course assignments in time and passing the exam

Prerequisites

Completed Higher Education Degree

Objective

The student is able to create a consistent framework/knowledge base for health care safety and quality making use of both national and international guidelines and scientific sources in a critical and analytic manner, to use concepts of the area of expertise innovatively, to solve demanding problems in the field of health care safety and quality where new knowledge and competence is created, to apply and combine information from different fields, to develop innovative insights or solutions into health care safety and quality both at the national and international levels and to communicate about health care safety and quality convincingly both orally and in writing to audiences within and exterior to the field.

Content

Safety and Quality management systems in social and health care
Standards and laws
Quality development tools and techniques
Process management

Location and time

Introduction Wed 24.1 at 1pm to 2pm: EM & Tricia
Process management and change agents: Wed 31.1 2pm to 3.30 p.m
Wed 7.2 at 2pm to 4pm (2h) Mandatory tutoring session (topics and groups)
Wed 14.2 at 2pm to 3.30 pm (1,5h) Mandatory tutoring session (current stage of the group work)
Wed 6.3 at 2.30pm -3.30 pm (1h) Mandatory tutoring session (current stage of group work/ what needs to be done before the final seminar)
Wed 20.3 at 10 am to 2pm (4h) The final seminar

In Moodle online learning platform + Zoom

Materials

To be informed in the introductory session of the course

Teaching methods

Flipped learning
Online tutorials for guidance
Reflective questions
Group assignment
Seminar

Employer connections

The group assignment requires reflection on professional working life experience

Exam schedules

n/a

International connections

n/a

Completion alternatives

n/a

Student workload

8 hrs online tutorials and teaching
4 hrs seminar
123 hrs independent study in group

Content scheduling

Introduction Wed 24.1 at 1pm to 2pm: EM & Tricia
Process management and change agents: Wed 31.1 2pm to 3.30 p.m
Wed 7.2 at 2pm to 4pm (2h) Mandatory tutoring session (topics and groups)
Wed 14.2 at 2pm to 3.30 pm (1,5h) Mandatory tutoring session (current stage of the group work)
Wed 6.3 at 2.30pm -3.30 pm (1h) Mandatory tutoring session (current stage of group work/ what needs to be done before the final seminar)
Wed 20.3 at 10 am to 2pm (4h) The final seminar

Further information

Lecturers: Eija Metsälä, Tricia Cleland Silva

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to gather, process, produce and evaluate information about health care safety and quality, to use concepts of the area of expertise systematically, to solve problems in the field of health care safety and quality based on research and guidelines on the field, to recognize and analyze foci of health care quality and safety at the local level and to communicate about health care safety and quality clearly both orally and in writing

Assessment criteria, good (3)

The student is able to gather, process, produce and evaluate information about health care safety and quality through critical and extensive use of both national and international scientific sources;
to use concepts of the area of expertise correctly, to solve problems in the field of health care safety and quality based on up to date evidence, applying and combining information from different fields;
to develop new viewpoints or solutions for health care safety and quality at the national or international level and to communicate about health care safety and quality in a competent, clear and consistent manner both orally and in writing.

Assessment criteria, excellent (5)

The student is able to create a consistent framework/knowledge base for health care safety and quality making use of both national and international guidelines and scientific sources in a critical and analytic manner, to use concepts of the area of expertise innovatively, to solve demanding problems in the field of health care safety and quality where new knowledge and competence is created, to apply and combine information from different fields, to develop innovative insights or solutions into health care safety and quality both at the national and international levels and to communicate about health care safety and quality convincingly both orally and in writing to audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Assessment methods and criteria

Responding reflective questions F/P
Group assignment, report and presentation 1-5

Further information

The language of tuition is English.
The course is assessed on the 0 (failed) – 5 (excellent) grading scale.

Objective

The student is able to create a consistent framework/knowledge base for health care safety and quality making use of both national and international guidelines and scientific sources in a critical and analytic manner, to use concepts of the area of expertise innovatively, to solve demanding problems in the field of health care safety and quality where new knowledge and competence is created, to apply and combine information from different fields, to develop innovative insights or solutions into health care safety and quality both at the national and international levels and to communicate about health care safety and quality convincingly both orally and in writing to audiences within and exterior to the field.

Content

Safety and Quality management systems in social and health care
Standards and laws
Quality development tools and techniques
Process management

Location and time

Introduction Wed 24.1 at 1pm to 2pm: EM & Tricia
Process management and change agents: Wed 31.1 2pm to 3.30 p.m
Wed 7.2 at 2pm to 4pm (2h) Mandatory tutoring session (topics and groups)
Wed 14.2 at 2pm to 3.30 pm (1,5h) Mandatory tutoring session (current stage of the group work)
Wed 6.3 at 2.30pm -3.30 pm (1h) Mandatory tutoring session (current stage of group work/ what needs to be done before the final seminar)
Wed 20.3 at 10 am to 2pm (4h) The final seminar

In Moodle online learning platform + Zoom

Materials

To be informed in the introductory session of the course

Teaching methods

Flipped learning
Online tutorials for guidance
Reflective questions
Group assignment
Seminar

Employer connections

The group assignment requires reflection on professional working life experience

Exam schedules

n/a

International connections

n/a

Completion alternatives

n/a

Student workload

8 hrs online tutorials and teaching
4 hrs seminar
123 hrs independent study in group

Content scheduling

Introduction Wed 24.1 at 1pm to 2pm: EM & Tricia
Process management and change agents: Wed 31.1 2pm to 3.30 p.m
Wed 7.2 at 2pm to 4pm (2h) Mandatory tutoring session (topics and groups)
Wed 14.2 at 2pm to 3.30 pm (1,5h) Mandatory tutoring session (current stage of the group work)
Wed 6.3 at 2.30pm -3.30 pm (1h) Mandatory tutoring session (current stage of group work/ what needs to be done before the final seminar)
Wed 20.3 at 10 am to 2pm (4h) The final seminar

Further information

Lecturers: Eija Metsälä, Tricia Cleland Silva

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to gather, process, produce and evaluate information about health care safety and quality, to use concepts of the area of expertise systematically, to solve problems in the field of health care safety and quality based on research and guidelines on the field, to recognize and analyze foci of health care quality and safety at the local level and to communicate about health care safety and quality clearly both orally and in writing

Assessment criteria, good (3)

The student is able to gather, process, produce and evaluate information about health care safety and quality through critical and extensive use of both national and international scientific sources;
to use concepts of the area of expertise correctly, to solve problems in the field of health care safety and quality based on up to date evidence, applying and combining information from different fields;
to develop new viewpoints or solutions for health care safety and quality at the national or international level and to communicate about health care safety and quality in a competent, clear and consistent manner both orally and in writing.

Assessment criteria, excellent (5)

The student is able to create a consistent framework/knowledge base for health care safety and quality making use of both national and international guidelines and scientific sources in a critical and analytic manner, to use concepts of the area of expertise innovatively, to solve demanding problems in the field of health care safety and quality where new knowledge and competence is created, to apply and combine information from different fields, to develop innovative insights or solutions into health care safety and quality both at the national and international levels and to communicate about health care safety and quality convincingly both orally and in writing to audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Assessment methods and criteria

Responding reflective questions F/P
Group assignment, report and presentation 1-5

Further information

The language of tuition is English.
The course is assessed on the 0 (failed) – 5 (excellent) grading scale.

Objective

The student is able to
• formulate research questions which are related to clinical practice
• demonstrate, using a range of qualitative strategies to answer these questions appropriately
• transfer these skills into their clinical practice and demonstrate how these skills will enhance their future development
• assess various aspects of research and development in relation to osteopathic practice
• evaluate the ethics aspects of the research process

Content

• Design and the research process in qualitative research
• Embedding an ethical perspective into the research project
• Qualitative data collection methods and analysis
• Concepts of reliability, validity and interpretation
• Overview of qualitative research methods: Grounded theory, phenomenology, ethnographic, discourse analysis, action research, person-focused research and narrative methods

Location and time

16.1.2024 at 14.30 - 16 Introduction to qualitative part and refreshing qualitative methods (SK)
25.1.2024 at 9 - 10.30 Overview of some qualitative advanced methods (SK)

1.2.2024 at 14.30 - 16 Qualitative data analyses (content analysis) (SK)
15.2.2024 at 14.30 - 16 Interpretating qualitative analyses (SK)
27.2. 2024 at 14.30-16 Some developmental methods (SK)

4.3.2024 at 14 - 15 Examination (SK)
5.3.2024 at 15 - 17 Knowledge and evidence in osteopathic practice (OT)
12.3.2024 at 15 - 17 Qualitative research series (OT)
19.3.2024 at 14 - 15 First retake exam (SK)
19.3.2024 at 15 - 17 Group discussions (OT)
26.3.2023 at 14-15 Second retake exam (SK)

16.4.2024 at 15 - 17 Class discussion on the role of qualitative research (OT)
25.4.2024 at 11 - 13 Presentations in groups (OT)
30.4.2024 at 15 - 16.30 Reflections and disserttaion discussions (OT)

Materials

Can be found from the course's Moodle-platform

Teaching methods

Online lectures and workshop, independent work

Exam schedules

4.3 at 14-15 Examination
19.3 at 14-15 First retake exam
26.3 at 14-15 Second retake exam

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student uses approaches qualitative research methods related to osteopathic practice, solves problems in using qualitative research methods, recognizes and analyzes the benefits of qualitative research strategies.

Assessment criteria, good (3)

The student uses concepts of the area of expertise correctly, solves problems in the field of qualitative research and osteopathic practice, and develops new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student creates a consistent knowledge base for osteopathy practice by making use of qualitative research methods in a critical and analytic manner, uses concepts of the area of expertise innovatively, solves demanding problems in the field of research where new knowledge and competence is created. The student applies and combines information from different fields, develops innovative insights or solutions for the best of the patient, communicates about subject matters convincingly both orally and in writing to patients such as audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Assessment methods and criteria

Active participation on online sessions
Returning course assignments in time
And passing the exam

Prerequisites

Research methods and tools 5 ECTS credits or equivalent research and development studies.

Further information

N/A

Objective

The student is able to
• show awareness of key developments in neuroscience that have an impact on osteopathic practice, they are familiar with how these neuroscientific constructs can be used to enhance their clinical reasoning
• apply neuroscience principles in a clear and coherent manner as part of their patient management
• be conversant with various neuroscience approaches and theories and are able to communicate this knowledge, understanding and application to other healthcare professionals and diverse patient groups
• utilize key developments in multidisciplinary neuroscience to enhance their clinical reasoning and patient management

Content

• Review of key neuroanatomical features
• Interoception: introduction to the anatomy and its function as an integral part of the nervous system
• The role of neuroplasticity as part of motor control, learning new movements, and when adapting to injury and illness
• Brain maps and how emotions are constructed
• Placebo and nocebo and how these concepts manifest in practice
• Therapeutic neuroscience education and practical applications
• The neuroscience of touch e.g. CT fibres, peripersonal neurons, and application to practice

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to use neuroscientific knowledge in osteopathic practice, to solve problems in osteopathic practice utilizing neuroscientific knowledge, to recognize and analyze the benefits of neuroscience in osteopathy.

Assessment criteria, good (3)

The student is able to gather, process, produce and evaluate neuroscientific knowledge; to use concepts of the area of expertise correctly, to solve problems in the field of neuroscience to osteopathic practice; to develop new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student is able to create a consistent knowledge base for osteopathy practice by making use of neuroscientific knowledge in a critical and analytic manner; to use concepts of the area of expertise innovatively; to solve demanding problems in the field of neuroscience where new knowledge and competence is created; to apply and combine information from different fields; to develop innovative insights or technological solutions into patient use and practice; to communicate about subject convincingly both orally and in writing to patients, audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Prerequisites

Research methods and skills 5 ECTS credits or equivalent research and development studies. Osteopathic practice. Sufficient knowledge of neuroanatomy and -physiology.

Objective

The student is able to
• apply the key psycho-emotional theories to clinical reasoning and patient management
• develop tools to help deepen understanding of the psychological impact of osteopathic treatment
• utilize psycho-emotional theories and methods to particular patient presentations and as self-help tools to sustain their own practice
• refer appropriately, and when to work in conjunction with other health professionals

Content

• Review of psychotherapeutic theory and practice relevant to osteopathic practice
• Mental health first aid
• The therapeutic relationship
• Attachment and adverse childhood experiences research, refugee and immigrant experiences
• Types of stresses, psycho-emotional traumas and trauma assessment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to use approaches of psycho-emotional theory and methods in osteopathy practice, to solve problems related psycho-emotional aspects in osteopathy practice, to recognize and analyze the benefits of psycho-emotional aspects in osteopathy.

Assessment criteria, good (3)

The student is able to gather, process, produce and evaluate knowledge of psycho-emotional theory and methods; to use concepts of the area of expertise correctly, to solve problems in the field of psycho-emotional aspects and osteopathic practice; to develop new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student is able to create a consistent knowledge base for osteopathy practice by making use of guidelines and scientific sources in a critical and analytic manner; to use concepts of the area of expertise innovatively; to solve demanding problems in the field of psycho-emotional aspects where new knowledge and competence is created; to apply and combine information from different fields; to develop innovative insights or technological solutions into patient use and practice; to communicate about subject convincingly both orally and in writing to patients, audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Objective

The student is able to
• formulate research questions which are related to clinical practice
• demonstrate, using a range of quantitative strategies to answer these questions appropriately
• transfer these skills into their clinical practice and demonstrate how these skills will enhance their future development
• assess various aspects of research and development in relation to osteopathic practice
• evaluate the ethics aspects of the research process

Content

• Design and the research process in quantitative research
• Embedding an ethical perspective into the research project
• quantitative data collection methods and analysis
• Concepts of reliability, validity and interpretation
• Overview of quantitative research methods: Descriptive and analytic methods, parametric and non-parametric methods

Location and time

Online sessions in Zoom https://metropolia.zoom.us/j/66374544919
By Docent Eija Metsälä/Quantitative research. All times in EET -1 CET -3 GMT
Online sessions by Principal Lecturer PhD Docent Eija Metsälä
4.10 at 1pm-2pm Introduction to the course
4.10 at 2pm-3pm Refreshing quantitative methods learned at basic R&D course and some advanced methods
11.10 at 3pm-4pm Quantitative research in osteopathy
1.11 at 4pm-5pm Interpretating statistical analyses
7.11 at 3pm-4pm SPSS practice
EXAM GENERAL PART 22.11 at 3pm to 5pm

Sessions by Dr Jerry Draper Rodi D.Prof.(Ost), PG Dip, PG Cert, DO
Wednesday 01/11/23 10.30 am-1.30 pm (UK time - GMT) 12.30-3.30pm FIN TIME
w/c 06/11/23:
watch pre-recorded lecture (1hr, self-paced)
In groups, students select a method (systematic review, randomised controlled trial, longitudinal study, case control/cohort study) and let the other groups know to make sure each group has a different method.
Find and read 2 seminal or key papers related to that method
Prepare a 10-min presentation with your group to summarise the salient methodological aspects of the chosen method.
Wednesday 15/11 9am-10.30 am (GMT) 11am to 12.30 am FIN TIME
Wednesday 22/11 9am-10.30 am (GMT) 11am to 12.30 am FIN TIME
Wednesday 29/11 9am-10am (GMT) 11am to 12.00 am FIN TIME
Wednesday 06/12 9am-11am (GMT) 11 am to 1pm FIN TIME
Wednesday 13/12 9am-11am (GMT) 11 am to 1pm FIN TIME

Materials

N/A

Teaching methods

N/A

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student uses approaches of quantitative research methods related to osteopathic practice, solves problems in using quantitative research methods, recognizes and analyzes the benefits of quantitative research strategies.

Assessment criteria, good (3)

The student uses concepts of the area of expertise correctly, solves problems in the field of quantitative research and osteopathic practice, and develops new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student creates a consistent knowledge base for osteopathy practice by making use of quantitative research methods in a critical and analytic manner, uses concepts of the area of expertise innovatively, solves demanding problems in the field of research where new knowledge and competence is created. The student applies and combines information from different fields, develops innovative insights or solutions for the best of the patient, communicates about subject matters convincingly both orally and in writing to patients such as audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Assessment methods and criteria

The assessment will happen in two parts
Quantitative research - general part Exam 17.11 at 10-11.30 am Fin time (5 points from each question) pass 60%=12p

Quantitative research - osteopathy spesific part

The final score will form out of these as a mean of two parts

Exam 22.11.2023 at 3pm to 5pm EET Quantitative methods - general partTentti
Assessment max 20p. 11.5-12.4p=1; 12.5-14.4=2; 14.5-16.4=3; 16.5-18.4=4; 18.5-20=5

Presentations of Jerry´s session on 11.11.2023

Prerequisites

Research methods and tools 5 ECTS credits or equivalent research and development studies.

Further information

N/A

Objective

The purpose of the course is to improve the student's professional expertise, research and development skills, and expertise in critical argumentation and knowledge formation skills that can contribute to the field.
Goals:
• The student is able to identify, evaluate and argue research and development needs from different angles.
• The student can critically evaluate and utilise national and international research data and material for the purposes of working life development and RDI.
• The student is familiar with methods suitable for research and development projects in their field and can select the appropriate qualitative, quantitative or development methods for research and development projects.
• The student is able to apply any chosen methods appropriately.
• The student follows the principles of responsible conduct of research, data protection and research ethics and can apply the principles of open science and research in research and development activities.
• The student is able to evaluate the reliability of the research and development project appropriately.
• The student can communicate fluently about research and development issues.
• The student can act with initiative and responsibility in multidisciplinary development networks and carry out various working life development projects.

Content

• Approaches to research and development work
• Identification and evaluation of research and development needs
• Systematic acquisition of information in research and development work
• Research and development processes and methods:
o Quantitative, qualitative and development methods
o Data collection, analysis, reliability and interpretation of data
• Research ethics, data protection and responsible conduct of research, and the principles of open science and research
• Communication and reporting of research and development work

Location and time

WEEKS 36-37
5.9.2022 at 13-16 Introduction & reflection '' Science philosophic, ethical and practical preconditions of research.'' EM ja SK

WEEKS 38-39
19.9. at 16-17 Reflection ''Features of quantitative research.'' and ''Research designs and data collection methods'' quantitative research'' EM
26.9. at 16-17 Reflection ''Statistics'' EM

WEEKS 40-44
4.10. at 16-17 Reflective tutorial, "Characteristics of qualitative research and qualitative research strategies"SK
11.10. at 16-17 Reflective tutorial''Qualitative data analysis" SK
25.10. at 16-17 Reflection ''Developmental methods''
31.10. at 16-17 Reflection "Overview of Literature Reviews" EM

Materials

Can be found from the course's Moodle-platform

Teaching methods

Online learning

Exam schedules

24.11. at 10-11 Examination
8.12. at 10 -12 First retake exam
15.12. at 10 - 12 Second retake exam

Completion alternatives

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment criteria, good (3)

The student is able to analyse and argue the needs and stages of research and development work in their field. The student is able to compare, analyse and make use of relevant information purposefully in development work. The student is able to properly use key concepts and method in their field's research and development work, and to apply them in a variety of ways. They adhere to data protection and research ethics guidelines. They communicate and report clearly on their research and development work. The student is able to carry out independent research and development projects that develop working life, and is capable of cooperation with others.

Assessment criteria, excellent (5)

The student is able to assess in a critical way and to argue from many angles the needs and stages of research and development work in their field. The student is able to critically analyse and assess relevant information and to apply it skilfully in development work. The student is able to use excellently the key concepts and methods used in their field's research and development work, and to apply them in multiple and innovative ways. They have internalised the data protection and research ethics guidelines, and develop operations that comply with them. They communicate and report convincingly on their research and development work. The student is able to lead independent research and development projects and engage in constructive cooperation with others.

Assessment criteria, approved/failed

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment methods and criteria

Active participation on online sessions, returning course assignments in time and passing the exam

Prerequisites

Completed Higher Education Degree

Objective

The student is able to

• apply physiological knowledge of various components of the neuromusculoskeletal system in relation to inflammation, tissue repair and degeneration.
• link physiology and histology to their understanding of adaptation and tissue repair.
• apply critical judgment in analysing physiological arguments and hypotheses in relation to inflammation, tissue repair and degeneration.
• critically analyse underlying theorized physiological mechanisms and established physiological principles within clinical practice.
• evaluate established clinical practice in the light of physiological knowledge.
• analytically describe the interactive relation between the structure and function at tissue level, and its implication in reasoning and patient management.

Content

Physiology and histology of the neuromusculoskeletal system

• Tissue physiology and histology
• Tissue adaptation to trauma and tissue degeneration
• Implication of the structure and function perspective to osteopathic practice
• Critical argumentation on osteopathic principles from a physiological perspective

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to demonstrate the use of current physiological knowledge in problem solving in osteopathic practice and to recognize and analyze the benefits of physiological knowledge in osteopathy.

Assessment criteria, good (3)

The student is able to gather, process and evaluate physiological knowledge; to use concepts of the area of expertise correctly, to critically analyse and solve problems in osteopathic practice using concepts from the field of physiology; to develop new viewpoints or solutions for osteopathy practice.

Assessment criteria, excellent (5)

The student is able to create a consistent knowledge base for osteopathy practice by making use of physiological knowledge in a critical and analytic manner; to use concepts of the area of expertise innovatively; to solve demanding problems in the field of physiology where new knowledge and competence is created; to apply and combine information from different fields; to develop innovative insights or technological solutions into patient use and practice; to communicate about subject convincingly both orally and in writing to patients, audiences within and exterior to the field.

Assessment criteria, approved/failed

Sufficient performance: has completed basic requirements to pass the course and has made an attempt to apply and articulate concepts and information both verbally and in writing but has not made enough effort overall, the assignments and/or team projects are weak and require further input. The student has demonstrated little effort, interest and motivation for class activities and course assignments.

Prerequisites

Sufficient knowledge of the subject matter and tissue anatomy and physiology related to osteopathy.

Objective

The student is able to plan and justify a research and / or development project in cooperation with working life.

The student is able to critically and effectively apply the research and expert knowledge of the field and RDI methods for developing practices and solving problems in working life.

The student is able to justify her/his decision.

Content

Selection of the subject, ideation and planning of the thesis

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision

Location and time

Wed 24.1 at 9.00-12.30
THIS SEMINAR IS MANDATORY FOR ALL starting their theses spring 2024
Start first together in https://metropolia.zoom.us/j/9148892197 after which we divide in to supervisor vise zooms (each supervisor informs their own links)
Wed 6.3 at 9.00-12.30
THIS SEMINAR IS MANDATORY FOR ALL starting their theses spring 2024
Start first together in https://metropolia.zoom.us/j/9148892197 after which we divide in to supervisor vise zooms (each supervisor informs their own links)
Tuesday 16.4 at at 9.00-12.30
Wed 15.5 at 9.00-12.30

Workshops to support Master thesis
Groups: S1123S6, T1423S6, L0523S6, S2423S6
How to construct a thesis plan (EM) Zoom: https://metropolia.zoom.us/j/9148892197
Workshops with the same content. It is mandatory for all to participate either of them.
Tu 16.1 at 9.00-10.00
Wed 20.3 at 9.00-10.00

Agreements and permits (EM) Zoom: https://metropolia.zoom.us/j/9148892197
Groups: S1123S6, T1423S6, L0523S6, S2423S6, S1122S6, T1422S6, L0522S6, S2522S6B, S2522S6A https://metropolia.zoom.us/j/9148892197
Wed 6.3 at 1pm-2.30pm
Wed 15.5 at 1pm-2.30pm

Materials

As in the RDI skill and methods.

Teaching methods

Seminars, workshops, autonomous studying

Student must present one's own project in at least two seminars/semester.

It is mandatory to have one's cameras on in Master thesis seminars.

Employer connections

All thesis projects have a link to the working life.

Exam schedules

n/a

International connections

n/a

Completion alternatives

n/a

Student workload

Thesis kick off, 4 hrs
Seminars, 8 hrs
Work shop, 10 hrs
Autonomous studies 111 hrs

Content scheduling

As presented in the Moodle platform

Further information

Supervisors: Eija Metsälä, Tricia Cleland Silva, Heini Maisala McDonnel, Salla Kivelä, Sanna Garam

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Prerequisite for passing is acceptance of the research protocol granted by the supervisor and the working life representative, when appropriate

Assessment methods and criteria

It is mandatory to participate How to construct research plan -workshop and in minimum one some other master thesis supporting workshop.
The student must present one's thesis proposal in at least two thesis seminars/semester.

Research proposal, Pass / fail

Location and time

7.11 18-20
14.11 18-20
21.11 18-20
1.12 14-17 (Student debate)
12.12 Final essay due

Materials

Banerjee, S. B., & Berrier-Lucas, C. (2022). Foreword Decolonizing the Business Schools: A Journey on Paths Less Traveled. Revue de l’organisation responsable, 17(2), 36-41.

Brenkert, G. G. (2016). Business ethics and human rights: An overview. Business and Human Rights Journal, 1(2), 277-306.

Fatima, T., & Elbanna, S. (2023). Corporate social responsibility (CSR) implementation: A review and a research agenda towards an integrative framework. Journal of Business Ethics, 183(1), 105-121.

Han, C., Jia, F., Jiang, M., & Chen, L. (2022). Modern slavery in supply chains: a systematic literature review. International Journal of Logistics Research and Applications, 1-22.

Kempster, S., & Jackson, B. (2023). Making Purpose the Core Work of Business Leadership: A Guiding Framework. Organizational Change, Leadership and Ethics.

Stringer, T., Payne, A. R., & Mortimer, G. (2022). As cheap as humanly possible: why consumers care less about worker welfare. Journal of Fashion Marketing and Management: An International Journal, 26(4), 717-737.

Teaching methods

Course objective: To equip students with a comprehensive understanding of business ethics, corporate social responsibility (CSR), postcolonial perspectives, and their implications in modern business contexts, with a specific focus on addressing human slavery as a critical ethical issue

This course responds to United Nations Sustainable Development Goals 1 (no poverty), 5 (gender equality), 8 (decent work and economic growth), 10 (reduced inequalities), 16 (peace, justice, and strong institutions), 17 (partnership for the goals).

Learning Outcomes:

By the end of the course, students should be able to:

Explain the key ethical frameworks used in business decision-making
Analyze the potential impact of ethical and unethical business practices on various stakeholders
Apply and debate theories of Decolonization and Postcolonialism
Define corporate social responsibility (CSR) in a business context.
Recognize the concept of human slavery within business operations and global supply chains.
Examine the legal and ethical implications of modern slavery in business practices.
Formulate strategies to identify, mitigate, and prevent the risks of human slavery within organizations and supply chains

Exam schedules

12.12 Reflective essay

Content scheduling

November 7th from 18-20 (Class 1): Introduction to Business Ethics and CSR

What we will cover:

Overview of business ethics and corporate social responsibility
Importance of ethical behavior in the business world
Decolonization and postcolonial perspectives


November 14th from 18-20 (class 2): Ethical Decision-Making in Business

What we will cover
- Frameworks for ethical decision-making in business
- Ethics and the individual: why care?


November 21st from 18-20 (class 3): Corporate Social Responsibility and Human Slavery

What we will cover

The concept of human slavery and what it means for CSR
Applying postcolonial perspectives to human slavery
Addressing strategies for prevention

Evaluation scale

0-5