Study Guide

Learning outcomes

The student is able to
- create a visual presentation of a design
- facilitate discussion by drawing
- create finalized presentation materials and work drawings
- take into account the possibilities and restrictions of both hand drawn and digital presentation methods.

Implementation and methods of teaching

The course is realized as on-campus teaching in Lahti. The course is realized using various teaching methods such as lectures, independent course work, group assignments, learning via video tutorials, and of a personal small project assignment.

Timing and attendance

The course is taught in the fall semester of 2024.
There is an 80 % attendance requirement.

Learning material and recommended literature

The course material is available in Moodle.

Alternative completion methods

An alternative method of implementation to be negotiated with the teacher on a case-by-case basis.

Working life cooperation

This course has no work-life cooperation.

Learning environment

- classroom
- computer classroom
- Moodle

Student time use and work load

The course assignments will mainly take place during scheduled on-campus days, but the completing the assignments will also require some time outside the days scheduled on-campus.

Additional information for students: previous knowledge etc.

No prior knowledge required.

Assessment criteria

Assignments, participation during lectures, project work, exercises

Assessment scale

1-5

Failed (0)

- too many unexplained absences
- little or no activity in class
- assignments or tasks not returned or of irrelevant in content

Assessment criteria: level 1 (assessment scale 1–5)

- the student knows and can describe the methods and topics taught in the course
- the student has returned assignments
- deficiencies in attendance and activity of the student
- the student's work and level of competence is superficial and shows a lack of familiarity

Failure to meet the 80 % attendance requirement will affect the assessment, regardless of the level of proficiency.

Assessment criteria: level 3 (assessment scale 1–5)

- the student knows, is able to describe and use well the methods taught in the course
- the work returned by the student demonstrates a good level of knowledge and skills

Failure to meet the 80 % attendance requirement will affect the assessment, regardless of the level of proficiency.

Assessment criteria: level 5 (assessment scale 1–5)

- the student is actively familiar with the subjects and methods taught in the course and is able to use them effectively
- the student has returned all assignments and has actively participated in classroom situations
- the student's work and assignments are of a high-quality standard

Failure to meet the 80 % attendance requirement will affect the assessment, regardless of the level of proficiency.

Learning outcomes

The student is able to
- apply the principles of strategic design in their work
- create new models of value creation by applying design thinking, foresight and ideation in innovation activities
- present a design concept that takes into account the customer's brand
- set goals, plan and take part in the implementation of a design strategy.

Implementation and methods of teaching

The course is taught face-to-face and includes lectures and exercises.

Learning material and recommended literature

- Borja de Mozota (2003) Design management: using design to build brand value and corporate innovation
- Francis (2002) Strategy and Design in Design in Business: Strategic Innovation Through Design.
- Junginger & Faust, eds. (2016) Designing business and management
- Faust (2011) Designing business: a discursive summary
- Boland & Colloby (2004) Managing as designing
- Best (2010) The fundamentals of design management
- Idris Mootee. (2013.) Design Thinking for Strategic Innovation.
- Lockwood & Walton (2008) Building design strategy: using design to achieve key business objectives
- Lalaounis (2018) Design management: organization and marketing perspectives

Contents

Through various exercises, the course teaches how to recognise the potential of strategic design in organisational development.

Assessment scale

1-5

Learning outcomes

The student is able to
- identify the differences between various production techniques and technologies from a product design perspective
- define the effects of the production method options on the end product's price and qualities
- select appropriate structures, production methods and materials in a design project.

Implementation and methods of teaching

The course is taught face-to-face and includes lectures and exercises.

Learning material and recommended literature

Rob Thompson ( 2017) The Materials Sourcebook for Design Professionals
Rob Thompson ( 2007) Manufacturing Processes for Design Professionals
Chris Lefteri (2012) Making It: Manufacturing Techniques for Product Design

Contents

The course provides practice in choosing the right material and manufacturing method for different design objects. Choices will be considered from a variety of perspectives such as ecology, manufacturing costs, structural strength and aesthetic objectives.

Assessment scale

1-5

Learning outcomes

The student is able to
- apply the principles of strategic design in their work
- create new models of value creation by applying design thinking, foresight and ideation in innovation activities
- present a design concept that takes into account the customer's brand
- set goals, plan and take part in the implementation of a design strategy.

Implementation and methods of teaching

The course is taught face-to-face and includes lectures and exercises.

Learning material and recommended literature

- Borja de Mozota (2003) Design management: using design to build brand value and corporate innovation
- Francis (2002) Strategy and Design in Design in Business: Strategic Innovation Through Design.
- Junginger & Faust, eds. (2016) Designing business and management
- Faust (2011) Designing business: a discursive summary
- Boland & Colloby (2004) Managing as designing
- Best (2010) The fundamentals of design management
- Idris Mootee. (2013.) Design Thinking for Strategic Innovation.
- Lockwood & Walton (2008) Building design strategy: using design to achieve key business objectives
- Lalaounis (2018) Design management: organization and marketing perspectives

Contents

Through various exercises, the course teaches how to recognise the potential of strategic design in organisational development.

Assessment scale

1-5

Learning outcomes

The student is able to
- identify the differences between various production techniques and technologies from a product design perspective
- define the effects of the production method options on the end product's price and qualities
- select appropriate structures, production methods and materials in a design project.

Implementation and methods of teaching

The course is taught face-to-face and includes lectures and exercises.

Learning material and recommended literature

Rob Thompson ( 2017) The Materials Sourcebook for Design Professionals
Rob Thompson ( 2007) Manufacturing Processes for Design Professionals
Chris Lefteri (2012) Making It: Manufacturing Techniques for Product Design

Contents

The course provides practice in choosing the right material and manufacturing method for different design objects. Choices will be considered from a variety of perspectives such as ecology, manufacturing costs, structural strength and aesthetic objectives.

Assessment scale

1-5

Learning outcomes

The student is able to
- create a visual presentation of a design
- facilitate discussion by drawing
- create finalized presentation materials and work drawings
- take into account the possibilities and restrictions of both hand drawn and digital presentation methods.

Implementation and methods of teaching

The course is realized as on-campus teaching in Lahti. The course is realized using various teaching methods such as lectures, independent course work, group assignments, learning via video tutorials, and of a personal small project assignment.

Timing and attendance

The course is taught in the fall semester of 2024.
There is an 80 % attendance requirement.

Learning material and recommended literature

The course material is available in Moodle.

Alternative completion methods

An alternative method of implementation to be negotiated with the teacher on a case-by-case basis.

Working life cooperation

This course has no work-life cooperation.

Learning environment

- classroom
- computer classroom
- Moodle

Student time use and work load

The course assignments will mainly take place during scheduled on-campus days, but the completing the assignments will also require some time outside the days scheduled on-campus.

Additional information for students: previous knowledge etc.

No prior knowledge required.

Assessment criteria

Assignments, participation during lectures, project work, exercises

Assessment scale

1-5

Failed (0)

- too many unexplained absences
- little or no activity in class
- assignments or tasks not returned or of irrelevant in content

Assessment criteria: level 1 (assessment scale 1–5)

- the student knows and can describe the methods and topics taught in the course
- the student has returned assignments
- deficiencies in attendance and activity of the student
- the student's work and level of competence is superficial and shows a lack of familiarity

Failure to meet the 80 % attendance requirement will affect the assessment, regardless of the level of proficiency.

Assessment criteria: level 3 (assessment scale 1–5)

- the student knows, is able to describe and use well the methods taught in the course
- the work returned by the student demonstrates a good level of knowledge and skills

Failure to meet the 80 % attendance requirement will affect the assessment, regardless of the level of proficiency.

Assessment criteria: level 5 (assessment scale 1–5)

- the student is actively familiar with the subjects and methods taught in the course and is able to use them effectively
- the student has returned all assignments and has actively participated in classroom situations
- the student's work and assignments are of a high-quality standard

Failure to meet the 80 % attendance requirement will affect the assessment, regardless of the level of proficiency.