Extent: 9 ECTS
Timing: Year 1, Period 2
Level: Basic Studies
On successful completion of this module, the student will acquire the following:
- has knowledge about the impact of Experiences on people, companies and economy
- has knowledge about the realms, elements of Experiences, THEME-ing and Experience productions
- can compare and evaluate different types of Experience productions
- can produce different practical Experiences in different industry contexts
- an embody different roles in the Experience production process
- will prefer to use the language, mindset of the Experience Economy paradigm
- will display positive attitude to learning and the Experience Economy mindset
- will display confidence in own capacity to participate actively on productions and staging of Experiences.
- Experience concepts
- Experience production
- Experience staging
- Experience realms and pyramid
- Experience Processes
Cooperation with the business community and other organisations
Students will take part in learning activities about selected local partner organisations or local community members. Close cooperation is established with SeaLife Helsinki, Linnanmäki, Suomenlinna Sea Fortress, and Reprum - Insideout room escape.
The module includes a global/international perspective, and the teaching and learning methods used are appropriate to a culturally diverse student population.
Teaching and learning methods
In this module students are encouraged to learn main ideas on their own through discovery learning. Personal theories, or students' own ideas about how things work, play a large role in constructivism as we attempt to provide activities that clarify and correct misconceptions. Also, include presenting others' viewpoints, promoting dialogue, and emphasizing conceptual understanding rather than rote learning (a memorizing process-using routine or repetition). It is in this context that the three main Learning and Teaching methods are used: (1) Contact Teaching, (2) Directed learning, (3) Self-directed Learning. A proportion of the module hours provide the opportunity for teaching contact between students and experts (facilitators and industry partners). Contact teaching takes the following forms: interactive lectures, workshops, industry visits. Various forms of directed learning are used, such as, group assignment and individual assignment. The assignments will emphasize on participation, production, and staging of ‘real’ experiences for ‘real’ guests/partners. Self-directed learning is also an important part of this module and students are encouraged to develop the ability to learn on their own and thus to take more responsibility for setting the objectives of their study work.
The number of learning hours is divided as follows:
- 100 hours of contact teaching
- 100 hours of directed learning
- 42 hours of self-directed learning
- 1 hour for own learning assessment (feedback)
Recognition of Prior Learning, RPL (in Finnish AHOT)
Course at other educational institutes or work experience are not accredited as such towards the HAAGA-HELIA studies directly, but the required skills and competences are demonstrated by a specific skills examination, individually agreed with the teacher.
Teacher/s with the main responsibility for the course
Mário Passos Ascenção
This module requires a high degree of personal study and therefore, students are expected to read widely. Facilitators organize and present the module materials in a manner designed to facilitate the learning process. Students should put emphasis on text review and vigorous reflection (and debate). This is particularly important to explore and develop ideas from specific texts and evaluate issues related to the Business of Experiences. Resources such as reading texts support the other learning activities. The instructional materials identified for this module are viewable in Moodle virtual learning environment. Below, students can find various materials, which they should read/study.
- Pine II, B. J., & Gilmore, J. H. (2011). The Experience Economy. Updated edition. Boston, MA: Harvard Business School Press.
- Schmitt, B. H. (2003). The Customer Experience Management: A Revolutionary Approach to Connecting with Your Customers. Hoboken, NJ: John Wiley & Sons.
- Shaw, C. (2007). The DNA of Customer Experience: How Emotions Drive Value. New York, NY: Palgrave Macmillan.
- Shaw, C., & Ivens, J. (2004). Building Great Customer Experiences. 2nd revised edition. New York, NY: Palgrave Macmillan.
- Smith, S., & Wheeler, J. (2002). Managing the Customer Experience: Turning Customers into Advocates. London, UK: FT Prentice Hall.
- Solis, B. (2013). What's the Future of Business: Changing the Way Businesses Create Experiences. Hoboken, NJ: John Wiley & Sons, Inc.
- Sundbo, J., & Darmer, P. (2008). Creating Experiences in the Experience Economy. Cheltenham: Edward Elgar Publishing.
- Sundbo, J., & Sørensen, F. (Eds.) (2013). Handbook on the Experience Economy. Cheltenham, UK: Edward Elgar Publishing.
- Tarssanen, S. 2009. Handbook for Experience Stagers. 5th Edition. LEO, Lapland Center of Expertise for the Experience Industry. Rovaniemi
- Moritz, S. 2005. Service Design. Practical access to an evolving field. London.
- Assignments and Examinations
The impact of different assessment criteria to the final grade will be told during contact hours.
The assessment of one’s own learning does not influence the grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed online in WinhaOpaali.
The module is evaluated on a scale excellent (5), very good (4), good (3), satisfactory (2), fair (1), fail (0). The assessment criteria is presented on a scale 1 - 3 - 5.
The student knows the principles of design and experience creation. The student is able to use some service design methods and but gannot give reasons to his decisions. The student can apply basic operational managerial accounting techniques using personal guidance.
The student is able to participate in service design project and contribute to the work of project group. The student can use design methodologies when supervised and can partly justify the made decisions. The student can solve challenging situations while taking both functional and financial issues into notice. The student can apply operational managerial accounting techniques using given instructions.
The student is able to lead a service design project and apply different methodologies. The student can develop interesting and innovative service concepts and can justify the made decisions in a manysided way. The student can identify and solve challenging situations while taking both functional and financial issues into notice. The student can skillfully, without help, apply operational managerial accounting techniques.