Opetussuunnitelma
2006
Luonnonvara- ja ympäristöala
Laurea Hyvinkää
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2006
Natural Resources and the Environment
Laurea Hyvinkää
Bachelor's degree programmes
Opetussuunnitelma · Kestävän kehityksen koulutusohjelma (LKB), Laurea Hyvinkää · Ryhmä LKB06SN
Opetussuunnitelma 2006 – LKB06SN (englanniksi)
Curriculum · Degree Programme in Sustainable Development (LKB), Laurea Hyvinkää · Group LKB06SN
Curriculum 2006 – LKB06SN (in English)
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LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Sustainable Development (Laurea Hyvinkää, luova), LKB06SN
CURRICULUMS AT LAUREA
Learning Concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The integration of these tasks has led Laurea to seek solutions that optimise our ability to respond to
challenges. The aim is to produce graduates and who are investigative developers of their work and of the
workplace. We also hope to produce research-based development initiatives for the competence required at work,
with visible effects in our operating environments.
As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.
As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.
Learning environment
Laurea’s learning environment facilitates competence development for learners, organizations, region and partners.
The learning environment is a physical and psychological space that expresses the current culture, nature, time,
community and practices of development work. Thus, it forms a comprehensive operating environment for
competence development. The aim of the learning environment is to facilitate the achievement of learning results
while supporting the generation of new know-how and interaction within the operating environment. The learning
environment is an implementation of Laurea’s target-oriented development.
The learning environment utilizes internal and external networks and is in constant interaction with the world of work.
New knowledge and skills are acquired in authentic problem-solving and development tasks, which make the
complexity of the real world an object for competence development. Regional influence increases through enriching
communities and the networks that they form. Students use projects to learn the basics of networking, social skills
and communication with experts in the field. The meeting points between the industry and the study units are
significant in terms of the growth of expertise and competence development. Students grow into developers by
carrying out development tasks and by interacting in competence networks.
Students make use of diverse information sources and tools in their studies. Interactive learning environments are
used to create a framework for structuring learning so that it offers situations, challenges and tools that help learners
to utilize their own thought resources. The learning process becomes a continuous problem-solving process, with a
focus on research, development and generating new competence. Conscious and systematic development work is
used to formulate ideas and practices that boost development, and to generate new know-how. The result is a
creation, a new operating method, a model or a product.
The creation of innovative processes is easier in structures that allow space for informal creativity, innovation and
the promotion of things that motivate different participants internally. This work is characterised by communality and
a socio-cultural environment for learning. It is important to create a spirit of development.
Development work takes place in projects that combine competences from various fields of study. Project teams
consist of students, trainees, lecturers and workplace experts whose competences interact at the practical level.
Students use projects to complete study units, job placements or theses. Lecturers do not organize and set targets
for the project teams’ activities in advance; instead, the team members take joint responsibility for this. Students
receive experience of the culture of expertise and of working as equal experts. They increase their self-management
and set their own targets. Thus projects facilitate an unlimited learning process, where no glass ceilings are set by
curricula, textbooks or instruction. Learning by Developing enables individuality in learning.
Practical applications of innovative learning environments include initiatives and projects carried out as innovative
environments in networks, as well as various operating spaces designed for learning and development, skill hubs
and development labs. Work consists of collaboration based on shared expertise, which is supported by methods of
sharing competence, such as tutoring, lecturing sessions, demonstrations, team meetings, feedback events and
seminars.
Students
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between lecturers, experts from the labour market and students. The cooperation is based on responsible
commitment to the project. All participants are seen as learners, because the development projects aim to produce
change and generate new things. Partnership also means mutual respect and appreciation for diverse skills. The
progress of the development project depends on sharing competence and building new competence out of different
areas of expertise. Students participate as partners who increase their competence by learning how to use new
tools and by taking part in various research and development initiatives. Competence is founded on research-based
knowledge, understanding the professional context, handling the necessary tasks and managing various workplace
situations, to the extent that these skills are needed for each student’s degree. In the development projects,
students learn as individuals while also participating in shared learning and in producing new know-how.
Lecturers
The role of lecturers in development projects can be described as that of an expert, a participant and a pedagogical
leader, who facilitates the students’ growth and development into experts in their fields. Laurea’s lecturers are in
other words researchers and developers, influential players in regional development and teachers.
Published reports by those teachers that work as researchers demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. Some teacher act as developer and are
responsible for identifying and refining the processes of development projects. The third role of lecturers is in
workshops, which transmit and share cultural knowledge, and provide students with tools. Lecturership also involves
partnerships with the labour market. The industry experts participating in development projects contribute the
knowledge contained in workplace competence, while lecturers ensure that evidence-based data are available for
explaining this competence. They join forces to produce new know-how for developing and reforming the labour
market.
Competence evaluation
The evaluation of competence in Learning by Developing directs future choices and demonstrates how well targets
have been met. Competence is seen on the one hand as knowledge of information, skills and values, and on the
other hand as experiential competence, which includes individuals’ and their community’s know-how. Evaluation in a
development project looks at individuals’ and the project community’s learning, the progress and significance of
different processes, and the results achieved.
Evaluation is based on the objectives provided in the competence-based curriculum. These objectives define the
requirements that students have to meet to achieve their degrees. The generic competences describe the
competences shared by all Laurea students as meta-competence placed in a professional context. Themes, on the
other hand, define the substance of subject-specific competence, which is deepened by the generic competences.
The generic competences build a level of education needed at a higher education institution and at work;
meanwhile, the themes build competence needed for employment. The generic competences are defined on three
levels. Students choose the level they wish to achieve in each generic competence together with their tutors, and
these desired levels are used as a basis for the study plan. Progress in the generic competences is measured
qualitatively through portfolios. The study units are graded on a scale of 1 to 5. These grades are shown on the
students’ degree certificates.
LAUREA´S GENERIC COMPETENCES
Laurea´s generic competences
In addition to core competence in the field, five general areas have been defined at Laurea which are important for
professionals in all areas to master. These are called generic competences. The generic competences are
developed during the studies, and the level of competence is also evaluated. The curriculum’s generic competences
have been determined by analysing shared competences needed in different employment sectors in the future.
The shared generic competences for all degree programmes are:
· ethical competence
· globalisation competence
· innovative competence
· reflective competence
· network competence
Generic competences are closely linked to the contents of the study units.
The generic competences are structured through levels. Each competence has been categorized further, comprising
the personal competence level, organisational competence level and social reform level. The targeted generic
competence levels have been defined in the curriculum for each degree programme. All Laurea BA students must
reach at least the personal competence level in all generic competences. In the case of many generic competences,
the social reform level cannot be achieved until in connection with a Master’s degree.
Ethical competence
Morals refers to an individual’s conception of right and wrong, whereas ethics refers to moral choices to which the
individual is consciously committed. Ethics is a systematic attempt to understand moral conceptions. It consists of
ethical rules and principles, virtues and values. In the generic competence of ethical competence, morals and ethics
are fundamentally linked together, because students’ moral competence forms a basis for their ethical competence.
Ethical competence consists of four components: (1) ethical sensitivity; (2) ethical motivation; (3) moral-ethical
problem-solving; and (4) ethical implementation skills.
In order for student activities to be ethical, they must be sensitive to ethical problems contained in different
situations. Ethical sensitivity refers to the ability to recognise the special characteristics, needs, rights and
responsibilities of each party. It includes awareness of how one’s own actions affect other people’s well-being, and
involves envisaging and anticipating various action plans and their consequences for each party. Empathy and the
ability to put oneself in another’s position form the core of ethical sensitivity. Students also need knowledge of the
special characteristics of major customer groups and ethical problems in the sector. Ethical sensitivity is
characterised by professional interaction skills, which are a target for active development throughout each degree.
Ethical motivation refers to committing to moral-ethical values and taking responsibility for one’s own actions. The
students’ responsibility grows from the personal level to the communal and social levels. In order to develop their
ethical motivation, they must also know the value bases of their fields and participate in discussions on values.
Moral-ethical problem-solving refers to the ability to solve ethical problems through critical argumentation. It requires
consideration of various possible solutions, as well as knowledge and application of the ethical norms and
approaches of the field. Continuously developing competence includes the skill to solve problems in interpersonal
relationships, work communities, communities and the global environment, and the ability to justify these solutions.
Moral implementation skills refer to the ability to take target-oriented action to solve ethical problems (negotiation
and conflict-solving skills), as well as the courage to act in accordance with ethical values, even in complex
situations. In order for professional activities to be ethically sustainable, competence must be developed in all these
areas of ethical competence..
Levels of ethical competence
At the personal competence level, students are able to:
• reflect on their own values and the consequences of their actions on other people’s well-being
• work with a basis in the profession’s values, following ethical principles
• apply the field’s ethical norms to problem-solving
• examine situations from different parties’ perspectives
• work in a tolerant and understanding way in multicultural networks
• apply ethical principles to R&D projects
At the organisational development level, students are able to:
• take into account the special characteristics, needs and rights of major customer groups in their work
• build customer-oriented interactions and work dialogically
• assume responsibility for the welfare of the community and the ethics of the work done
• examine ethical issues from the point of view of the organisation and the community
• develop fair methods of proceeding in their work
At the social reform level, students are able to:
• critically reflect on their own attitudes and prejudices
• actively participate in social debates on values
• assume responsibility at social and global levels
• make arguments in favour of fair social and global changes
• solve conflicts and influence issues
Globalisation competence
Globalisation refers to series of events and processes that cause the world to merge into a single, all-encompassing
social system. In other words, globalisation refers to the processes by which things acquire worldwide scope.
‘Globalised’ refers to worldwide phenomena and the results of the globalisation process: a fully integrated world.
Sustainable development in relation to globalisation is a globalised political programme, whose aim is to increase
welfare with environmental responsibility, within the limits of environmental capacity.
Global interaction can be classified as financial, cultural, political or social interaction. The science of
globalisation also includes questions of ecology and biology. Sustainable development brings all these dimensions
together, with the aim of observing economic growth, cultural diversity, social welfare and ecology in politics and
practice.
Levels of globalisation competence:
At the personal competence level, students are able to:
• make use of international sources of information in the field
• take into account the effects and opportunities of multiculturalism and internationalisation on their fields
• recognise the significance of their professional actions in relation to global interactions and sustainable
development
• evaluate their own value bases from the point of view of sustainable development and globalisation, and apply
them to their work
At the organisational development level, students are able to:
• take into account the effects of their own sector and its organisations on sustainable development, responsibility
and international connections
• promote the values of environmental and social responsibility in organisations in the sector, taking into account
global interactions
• apply responsibility for sustainable development to an organisation in the sector
• work in international networks
At the social reform level, students are able to:
• recognise the global nature of social issues and the characteristics of sustainable development
• critically evaluate social values and practices from the point of view of sustainable development, taking into
account global interactions
• make arguments at social level, applying the principles of sustainable development and taking into account
global effects
Innovative competence
All of the processes of our modern society are undergoing constant changes. Laurea has followed the examples of
the EU and Finland in choosing a positive attitude towards change as one of its strategic operating methods. The
aim is not just to cope with change but also to see it as an opportunity, which requires constant innovation in order
to be embraced. According to these strategies, future professionals must have abilities in innovation, so it is
essential to include innovative competence in Laurea’s generic competences.
Innovation refers to a novelty that is implemented to generate added value productively. There are three separate
elements to this definition: 1) novelty; 2) implementation; and 3) added value. In other words, an idea by itself is not
an innovation, nor does a wealth of ideas make a person an innovator.
The innovation process can be divided into three stages: continuous evaluation of the situation; generating
innovative ideas; and carrying out an implementation project. Innovation can take place on five levels: individual,
team, organisation, network and societal level.
At the personal innovation competence level, students learn to be innovative reformers at individual and
professional group levels. In addition, they should be able to participate in the implementation of change initiatives in
their immediate work environments.
At the organisational innovator level, students can start up innovation work in their own teams and use all the
innovation tools that exist in the organisation’s framework. In the increasingly network-oriented operating models of
the future, organisational innovators should also support active reforms as part of an informal network.
At the social innovator level, students can complete the tasks of the previous levels as well as continuously monitor
and analyse the operation of networks and the society. They can take larger frameworks into account in all change
processes and motivate people to work towards shared goals.
Levels of innovative competence:
At the personal competence level, students are able to:
• analyse their own thought processes, knowledge and actions
• plan, organise and develop their own work
• set targets and turn them into appropriate, concrete actions
• come up with new ideas, working creatively, expressing their thoughts and convincing others to participate in
developing them
• use various ideation methods
• manage themselves, work during change and in diverse projects
• conduct intermediate and final evaluations of a project
At the organisational development level, students are able to:
• monitor and analyse an organisation’s work processes and results
• use benchmarking in developing their work
• use diverse teamwork methods
• lead projects, processes and networks or participate in leading them in ways that inspire commitment in others
• link innovation to an organisation’s strategic targets
• take into account the nature and demands of innovation work
At the social reform level, students are able to:
• gather ideas from a network, convince others of them and link them to the social framework
• ensure that participants in innovation work are sufficiently committed (guidance, encouragement)
• create and commercialise innovations
• participate productively in innovation networks, and identify and investigate innovation mechanisms
Reflective competence
Reflection constitutes critical analysis of the principles, starting points and consequences of one’s actions.
Reflection can target the present moment or the past.
In the reflection of earlier experiences, an individual gives meaning to events. A new meaning makes development
possible. As cognitive skills and concepts develop, an individual is able to deal with broader entities, differentiate
phenomena and observe new ones more clearly.
In reflection of the present moment, simple, previously unconscious routine actions become conscious activity. In
critical reflection, an individual’s whole meaning-producing perspective changes as tacit knowledge becomes visible,
transforming learned matters into action. Critical reflection implies a relationship with communities, concepts and
theories.
Thus reflection is a thought process. Reflection is dialogue and problem-solving based on proven arguments. In
open dialogue between people, different perspectives provide new challenges. Learners participating in dialogue
can look at different perspectives in order to create shared meanings. Deep thought gives time and space for
solving encountered problems by examining and investigating them using research methods.
In order to extend their understanding of themselves in relation to other students, customers, work communities or
writers, students need skills in self-examination, critical peer evaluation and analysis of their own resources. Self-
management emphasises communality and shared participation. Critical awareness helps students to identify their
own learning opportunities and the factors that affect them. Shared reflection on their own activities allows students
to test their thoughts and share them with others. Reflection means professional growth and competence led by
human metacognitive abilities. In the process of becoming an expert, reflection forms part of an investigative and
developmental approach towards work.
Levels of reflective competence:
At the personal competence level, students are able to:
• evaluate their own learning and competence and formulate a personal development plan
• identify development challenges and understand problems
• develop their competence independently and with others, and share what they have learnt in a work community
• assume a role in a group/team
• acquire and analyse information systematically
At the organisational development level, students are able to:
• work dialogically, collaboratively and with self-evaluation
• evaluate their self-management and professional competence as part of a community
• evaluate their own work as part of a group, community or professional field
• work during change, identifying and making use of various opportunities for learning and action
• critically justify the principles of their work
• apply the concepts of development challenges appropriately
At the social reform level, students are able to:
• analyse their own actions in relation to social and historical backgrounds
• evaluate and develop the functionality of regional operating methods and models
• evaluate systematic information that has been structured, produced and written, and develop social activities on
the basis of it
Network competence
The generic competence of network competence encompasses a broad range of competences, from individual
communication skills to organisation networking and strategic network leadership. Communication is essential to
communality and a functioning society. Only with communication can we create shared meanings. Networking and
the development of network processes are fuelled by interpersonal and interorganisational communication. In order
for social and economic structures to become networked, new kinds of skills and attitudes are needed in the
network’s participants. Dialogue and interaction are essential resources of a networked society. Laurea’s aim is to
promote and develop its students’ network competence in diverse ways, creating innovative network competence
models.
Network competence refers to time-based management of internal and external efficiency in order to significantly
increase the efficiency of common practices. Network competence can include networking and network leadership.
Network competence and strategic networks are often synonymous. Networking, on the other hand, is a
cooperation model for companies and organisations, and may involve operators from various fields. Network
leadership is the model used to manage a network.
Network competence is largely based on the communication skills of the people participating in the networks in
question. Without communication and interaction, there can be no functioning networks. Organisations must be able
to operate flexibly in a changing operating environment and also to influence the development of the environment. A
learning organisation has communication and interaction skills as a central tool for creating functioning networks and
developing network competence.
The generic competence examines network competence on three levels. The personal competence level (basic
level) focuses on developing communication skills and participation in networks. This is the basic level of network
competence, which must be mastered by all Laurea students. It is important for students to obtain good
communication skills in order to communicate effectively in various situations. Students must also be able to take on
active, target-oriented roles in networks.
The organisational developer level (intermediate level) centres on understanding the strategic significance of
network competence and partnerships, as well as on analysing and reflecting on his or her own actions from the
point of view of the company. Graduates must be able to identify strategic partnerships, promote the organisation’s
networking with their actions and create new network relationships. The most important thing is a proactive,
developmental approach towards network operations.
The social reformer level (advanced level) requires the ability to analyse the operation of entire strategic networks
in relation to their environment. This level is achieved by top experts in network competence. Graduates have the
ability to lead strategic networks (orchestration) and to anticipate complex social development trends (visioning).
Levels of network competence:
At the personal competence level, students are able to:
• present things in writing, verbally and visually using various communication styles
• act in situations requiring professional communication and interaction
• identify various team work models and work in teams
• participate collaboratively and actively in a network
• take into account cultural differences and work with people with different cultural backgrounds
At the organisational development level, students are able to:
• participate in and manage negotiations
• participate in group communications
• communicate on topics related to their specialist fields to a lay audience
• develop the networked operations of a professional organisation
• take initiatives in developing a network
At the social reform level, students are able to:
• work as experts in communication situations
• plan communications from a strategic point of view, and work with the media
• initiate networked operations and lead a strategic network
• adopt a developmental and predictive approach to work, and influence the work environment
• monitor and analyse networks’ operating models
European higher education area
LAUREA´S COMPETENCE-BASED CURRICULUM FORMS PART OF THE EUROPEAN HIGHER EDUCATION
AREA
Finnish higher education institutions have reformed their curricula in accordance with the Bologna Process, i.e., the
creation of the European Higher Education Area. The EU’s strategic targets for education also apply to Finnish
education. Each country has its own education system; this diversity is still taken into account, but cooperation and
mobility are also needed to allow the citizens of different countries to benefit from the diversity, rather than turning it
into a restriction. The Bologna Process started in 1999 at a conference of ministers responsible for higher education.
After that, Ministerial Conferences have been arranged regularly, with the latest one in Leuven in 2009. Currently
the process involves 46 countries, some from outside the EU. The aim of the Bologna Process is to establish a
consistent, compatible and attractive Higher Education Area in Europe by 2010.
The objectives of the process are:
• adoption of easily readable degree structures
• adoption of comparable degree structures
• establishment of a system of credits
• promotion of European cooperation in quality assurance
• increasing mobility
• participation of higher education and students
• lifelong learning
• promotion of European dimensions in higher education
• cooperation between higher education and research
To promote the adoption of easily readable, comparable degrees, the process has created a system based on two
main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its degree structure
to align it with this European objective. In universities of applied sciences, the two-cycle degree is implemented in a
way that students obtain a Bachelor’s degree, after which they have the opportunity of obtaining a Master’s degree.
The requirement for Master’s degrees is an undergraduate degree plus three years’ work experience. The long-term
objective is that approximately 20 per cent of Bachelor’s-degree graduates will take a Master’s degree.
The establishment of a system of credits refers to the ECTS (European Credit Transfer and Accumulation System).
Most European countries are adopting this credit system based on the amount of work in each academic year. In
the ECTS, one year of study produces 60 credits. The ECTS was adopted more than ten years ago; initially it
applied primarily to student exchanges, but now all credit accumulation (previously transfer) measurements are
made according to the system. Finnish universities of applied sciences adopted ECTS credits in 2005.
The ECTS is a student-centric system, based on the student workload needed to achieve the targets set for each
degree. The students’ learning process is intended to be the focal point of curricula, which define learning outcomes
and competences. Curricula should move away from a focus on individual subjects and the starting points of
teaching towards a model that observes the holistic development of students and supports professional growth. This
model is referred to as the competence-based curriculum.
From the point of view of promoting mobility, curricula must be internationally understandable. The aim of
standardising the structures and learning targets of degrees is to improve the conditions for mobility within and
between higher education institutions during the studies, and also in the workplace, after graduation. In terms of the
recognition and comparability of degrees taken in different countries, it is important to link learning outcomes to
concrete competence requirements and definitions in the labour market. These are the objectives of the “Tuning
Educational Structures in Europe” project. It has defined a number of shared generic competences that are
independent of subjects and fields of study, as well as subject-specific (professional) competences for certain
degrees.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, while study units are larger entities. Competence is defined in terms
of the students’ learning outcomes. The generic competences defined at Laurea correspond with the national and
European learning outcomes considering the generic competencies and the objectives set for Bachelor-level
degrees in the “Joint Quality Initiative” -network. Comparisons have shown globalisation and innovative competence
in particular to be unique, so they are well suited to describing the competence produced at Laurea from the point of
view of an international university of applied sciences specialising in service innovations. Laurea’s innovative efforts
in relation to the competence-based core curriculum are a proactive response to the challenges of international
competitiveness in the Helsinki metropolitan area. Currently resources are being directed towards further enhancing
the quality of the curriculum’s implementations in generating new competence and innovations for Laura’s operating
environment.
Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Tuning Educational Structures in Europe
http://europa.eu.int/comm/education/policies/educ/tuning/tuning_en.html
Operating environment
The principle of sustainable development derives from awareness of the environmental problems caused by human
activity. Some of the major themes in the field of Natural Resources and the Environment are energy issues, the
sufficiency of natural resources, the efficient use of renewable resources, the efficient use and recycling of
materials, water resource management and opportunities for sustainable construction of societies. In future,
environmental issues will become increasingly important in business, as a condition for financially viable operations
and as an image question. Topics related to human welfare, spiritual renewal, ethical growth, social justice and
equality are gaining significance in the area of sustainable development. In our globalised society, understanding
cultural diversity and accepting difference means we have to take local values into account.
The information society emphasises the importance of acquiring, transmitting, presenting and assimilating
information. Future challenges include not only using new information technology, but also finding the right kind of
information and applying it to environmental planning. Living in a networked society, environmental planners must
participate in various clusters and fields of activity in the sector. Depending on the field of specialisation, the work of
a Bachelor of Natural Resources can be linked very broadly to the business world and to public sector organisations
such as waste management, rural, forestry and water resource management networks, as well as to education and
cooperation networks in various other sectors.
In Uusimaa, metropolisation and social dispersion mean that environmental issues must be taken into account in
many contexts. The necessary conditions for sustainable social development cannot be found by simply applying
facts acquired from the natural sciences; instead we must also examine social changes and community values. The
meeting of rural and urban environments creates a lot of opportunities in Uusimaa, but also poses obstacles to
sustainable development.
The metropolitan area offers its residents a variety of living environments, ranging from large, densely populated
cities to villages and rural settings. In order for nationally valuable landscapes and cultural heritage sites to maintain
and develop their characteristics, rural businesses must be allowed to continue to operate in the area. For
residential environments to be inviting, systematic community, landscape and town planning must be carried out,
while the attractiveness, services, water supplies and waste management of villages must be improved. Water
quality deteriorates due to scattered loading from agriculture, forestry and sparsely populated areas.
Workplace demands on future Bachelors of Natural Resources will be related to issues including independently
gathering and applying information, competence in project work, spatial data competence, quality management,
communication, social skills, networking, creative thinking and specialist expertise.
Graduates of the degree programme find employment in environmental management and development. They can
work as independent entrepreneurs, as company managers with environmental responsibility, in rural development
tasks or in the public sector. Graduates can also take care of institutional, consulting or educational services.
Expertise
The knowledge base of Bachelors of Natural Resources is founded in the natural sciences. Knowledge of nature,
the ecological state of the environment, the use of natural resources, and the factors affecting all of these issues
makes up an important part of the graduates’ competence. The ability to apply technological solutions to various
environmental restoration projects is also important.
In addition to a scientific viewpoint, graduates must have views on social change and its significance in
environmental management and the sustainable use of natural resources. The social science approach is
complemented by a humanist approach, which provides Bachelors of Natural Resources with information on human
behaviour, values and attitudes, and their significance in promoting sustainable development.
In environmental planning, a regional approach signifies observing global interconnections and understanding the
significance of regional and local activity in promoting sustainable development. Rural and urban societies alike
make up important fields of operation for environmental planners.
Also important are general work and customer-related skills. These include applying and developing new service
innovations; customer relationship management; entrepreneurship; and knowledge of administration and law.
Planning process and project working skills also form part of the expertise of a Bachelor of Natural Resources.
Competences
Bachelors of Natural Resources graduating from the Degree Programme in Sustainable Development know the
principles of sustainable development and the basic concepts of the environmental field. They understand the
workings and current state of the natural environment and can manage, develop and plan environmental changes in
accordance with the requirements of sustainable development in both rural and densely built societies. Graduates
can handle information gathering, analysis and presentation tasks in environmental planning. They can use spatial
data software as well as other planning methods, and apply these methods to environmental planning work. They
can also use other software and handle consulting and training tasks in the field. Graduates have an understanding
of the legislation affecting the field and can work as environmental experts in companies, organisations or public
bodies while taking into account legal, financial and ethical principles.
The competences of a Bachelor of Natural Resources can be summarised as follows, in accordance with the ECTS
competence analysis (2005–2006):
1. Knowing the workings of the natural environment and improving its state
• Students are familiar with the basic mechanisms of the natural environment and can identify and improve its state.
2. Generating operations in sustainable development
• Students can promote sustainable development by influencing people’s attitudes and behaviours, and can identify
and organise alternative operating models for supporting the sustainability of environments and societies.
3. Managing planning processes and methods
• Students know the principles of planning and development work and can use various planning methods in practice.
4. Applying financial control methods
• Students know the legal aspects of the economy and can apply this information to the operations of companies
and organisations.
Ethical competence
Bachelors of Natural Resources know the value base of sustainable development and can justify their actions
ethically. They understand the principles of environmental and social responsibility thinking and can apply them at
work. They evaluate the effects of their own, the community’s and the society’s actions on social justice, the
sustainable use of natural resources and financial competitiveness.
Reflective competence
Bachelors of Natural Resources can evaluate and develop their own actions from the point of view of sustainable
development. They can also evaluate the operating models used by others and analyse a community’s actions as
part of a broader context. When necessary, they can constructively share information with others and modify their
own ways of working and thinking in accordance with the values of sustainable development.
Innovative competence
Bachelors of Natural Resources can question prevalent operating models and justify their comments constructively
with a basis in human welfare, ecology and financial competitiveness. They participate in developing new
environmental management methods and can apply the latest innovations in practice.
Network competence
Bachelors of Natural Resources can participate in the sector’s clusters and identify their most important strategic
partners. They can become networked with private and public-sector operators and participate in environmental
networks as active opinion leaders.
Globalisation competence
Bachelors of Natural Resources understand the global nature of environmental issues and see the causes and
effects of their own actions at different regional levels. The global concept of sustainable development refers to
understanding ecological processes as well as the global connections and local interpretations of social, cultural and
economic phenomena. Bachelors of Natural Resources can participate in international operating environments and
multicultural communities, communicating in Finnish and foreign languages.
Competence development process
Learning in the Degree Programme in Sustainable Development takes place through the development of knowledge
and skills using various methods. The content of the learning consists of generic competences and themes defined
in the curriculum, selected on the basis of skills required in the industry. Learning takes place in research and
development projects carried out in cooperation with employers. Lab work and self-study are used to support the
application of information and the development of skills.
The degree programme is built on knowledge-based competence and practical application skills in natural
resources, the environment and sustainable development. The degree programme increases the students’ ability to
develop environmentally friendly, sustainable production methods, to implement development projects and to
participate in the environmental efforts of businesses. Students learn to participate in various regional development
projects and in expert tasks related to developing rural and built-up areas.
The aim of the education is to provide students with sufficient knowledge and skills on the different local and global
elements and action plans of sustainable development. Students develop skills in understanding the diversity of the
natural environment and identifying factors affecting its operation and state. They also learn to improve the state of
the environment, particularly in the countryside. The degree programme also improves interaction skills needed for
project management and teamwork, and looks at new IT applications and other common skills needed for work.
The competence of a Bachelor of Natural Resources develops from knowing the principles of sustainable
development and the workings and state of the environment, to applying this knowledge in practical environmental
planning tasks. Some of the major areas of expertise covered in the degree programme are understanding global
relationships and implementing environmental development and planning regionally.
Description of the Degree Programme
The scope of the Degree Programme in Sustainable Development is 240 credits, consisting of compulsory studies
(145 cr), elective studies (30 cr), job placements (50 cr) and a thesis (15 cr). In their compulsory studies, students
choose to specialise in one of the following areas: rural industries; environmental issues and sustainable rural
development; or environmental restoration and monitoring methods and the sustainable development of
environments.
Studying in the Degree Programme
The Degree Programme in Sustainable Development progresses from basic studies to professional studies. Basic
studies include knowledge of the workings of nature and the state of the environment, and how to manage factors
that influence these issues. The background, concepts and principles of sustainable development are also included
in basic studies. Professional (subject-specific) studies deepen and apply the knowledge acquired in basic studies.
Students specialise in either rural industries and managing rural environmental issues or in environmental
restoration, applying monitoring methods and planning methods that promote the safety, health and enjoyment of
the environment. Some of the main skills of a Bachelor of Natural Resources lie in managing and recycling
materials, developing rural areas sustainably, managing change in built-up environments, controlling the
environmental effects of farming, improving the state of waterways, organising waste management,
entrepreneurship and responsible business operations. Sustainable regional development, knowledge of planning
processes and methods, and applications of environmental technology all form part of the graduates’ expertise.
Competence in a specific field is acquired through development projects carried out for employers by applying basic
theoretical knowledge. Graduates also have general workplace skills in areas such as information gathering and
processing, use of IT, communication, interaction, foreign languages and project work.
1. year 2. year 3. year 4. year
OP STUDIES
081 STATE AND OPERATION OF THE
ENVIRONMENT
00231 Operation of the Natural Environment 15
00232 Identifying and Managing the State of the 15
Environment
00168 Forest Management 10
00233 Recognising Species and Mapping Natural 10
Values
082 SUSTAINABLE DEVELOPMENT AND SOCIAL
INFLUENCING METHODS
00237 Expertise of a Bachelor of Natural Resources 10
00239 Principles and Applications of Sustainable 10
Development
00448 Professional English
083 RURAL ECONOMICS AND SUSTAINABILITY
00242 Farm Production 20
00243 Farm Processes and Development 10
00329 Farm work 30
00244 Rural Environmental Management Planning 10
00254 Developing Domestic Animal Farming 10
00255 Organic Production 10
00152 Developing Crop Farms 10
084 APPLYING ENVIRONMENTAL RESTORATION
AND MONITORING METHODS
00245 Environmental Technology and Monitoring 15
Methods
00246 Environmental Restoration and Landscape 15
Preservation
00247 Environmental Health And Safety 10
00248 Material and Energy Flows 10
00328 Practical work to promote professional 30
development -job placement
085 ENTREPRENEURSHIP AND RESPONSIBILITY
00249 Entrepreneurship Skills 20
00250 Environmentally Responsible Business 10
Operations
00331 Innoplaza, Study Unit in Entrepreneurship 15
086 WORKING AS A PLANNER AND DEVELOPER
00154 Rural Development 10
00257 Managing a Built-Up Environment 10
00258 Innovations 10
00259 Implementing Business Projects in Farming 10
00164 Familiarisation with the profession - job placement 20
00018 Developing Service Innovations 10
00449 Swedish 5
019 THESIS
00043 Thesis 15
125 ELECTIVE STUDIES
047 LAUREA'S COMMON STUDIES
00189 Preparatory Studies in Mathematics 3
00190 Student tutoring
00191 International Student Tutoring
00192 Introduction to the Spanish- and Portuguese-
Speaking World
00193 Introduction to Studies in the Baltic Sea Region
00194 Preparatory Studies in English 3
00195 Preparatory Studies in Swedish 3
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
00387 Go abroad
00388 Preparatory Studies in Finnish (as Mother tongue) 3
00392 Work and Development in a Community of
Experts
080 ELECTIVE LANGUAGE STUDIES
0 0 0 0
Annual themes and competences
Study Extent Competences
00231 Operation of the Natural Environment 15 Globalisaatio-osaamisen
kuvaus (H)
00232 Identifying and Managing the State of the 15 Verkosto-osaamisen kuvaus (H)
Environment
00237 Expertise of a Bachelor of Natural Resources 10 Globalisaatio-osaamisen
kuvaus (H), Reflektio-
osaamisen kuvaus (H)
00239 Principles and Applications of Sustainable 10 Eettisen osaamisen kuvaus (H),
Development Globalisaatio-osaamisen
kuvaus (H)
00242 Farm Production 20 Eettisen osaamisen kuvaus (H),
Reflektio-osaamisen kuvaus (O)
00243 Farm Processes and Development 10 Eettisen osaamisen kuvaus
(O), Reflektio-osaamisen
kuvaus (H)
00329 Farm work 30 Eettisen osaamisen kuvaus (H),
Globalisaatio-osaamisen
kuvaus (H), Innovaatio-
osaamisen kuvaus (H),
Reflektio-osaamisen kuvaus
(H), Verkosto-osaamisen
kuvaus (H)
00244 Rural Environmental Management Planning 10 Globalisaatio-osaamisen
kuvaus (O), Innovaatio-
osaamisen kuvaus (O)
00245 Environmental Technology and Monitoring 15 Globalisaatio-osaamisen
Methods kuvaus (O), Verkosto-
osaamisen kuvaus (O)
00246 Environmental Restoration and Landscape 15 Verkosto-osaamisen kuvaus (O)
Preservation
00247 Environmental Health And Safety 10 Eettisen osaamisen kuvaus
(O), Globalisaatio-osaamisen
kuvaus (O)
00328 Practical work to promote professional 30 Eettisen osaamisen kuvaus (H),
development -job placement Globalisaatio-osaamisen
kuvaus (H), Innovaatio-
osaamisen kuvaus (H),
Reflektio-osaamisen kuvaus
(H), Verkosto-osaamisen
kuvaus (H)
00249 Entrepreneurship Skills 20 Globalisaatio-osaamisen
kuvaus (O)
00250 Environmentally Responsible Business 10 Eettisen osaamisen kuvaus
Operations (O), Reflektio-osaamisen
kuvaus (Y)
00154 Rural Development 10 Globalisaatio-osaamisen
kuvaus (O), Innovaatio-
osaamisen kuvaus (O)
00257 Managing a Built-Up Environment 10 Reflektio-osaamisen kuvaus (O)
00258 Innovations 10 Globalisaatio-osaamisen
kuvaus (O), Innovaatio-
osaamisen kuvaus (O)
00164 Familiarisation with the profession - job 20 Eettisen osaamisen kuvaus (H),
placement Globalisaatio-osaamisen
kuvaus (H), Innovaatio-
osaamisen kuvaus (H),
Reflektio-osaamisen kuvaus
(H), Verkosto-osaamisen
kuvaus (H)
H - Personal competence level
O - Organisational development level
Y - Social reform level
081 STATE AND OPERATION OF THE ENVIRONMENT, 30 cr
00231 Operation of the Natural Environment, 15 cr
The student is able to:
• examine the environment as a biological and ecological entity and apply ecological data in practice
• know the basic concepts of hydrology and water circulation
• specify a water system’s catchment area and assess the effect of the catchment area on water quality and
movements
• know the factors affecting atmospheric and weather-related processes and the climate
• recognise important geological and geomorphological formations and their characteristics, knowing the main rock
and soil types of Finland
• interpret maps
Contents of the study unit:
• environmental ecology and biology
• geological processes and human effects
• hydrology and limnology
• meteorology and climatology
Study unit description:
The competence gained in the study unit is based on understanding the basic facts of the field and examining
phenomena statistically and cartographically.
Previous studies:
None.
00232 Identifying and Managing the State of the Environment, 15 cr
The student is able to:
• know the causes and effects of global and Finnish environmental problems and propose ways of influencing them
• assess the state of the environment using various indicators
• know the principles of material and energy flows and process thinking
• know the opportunities for the sustainable use of natural resources
• identify the most common organisms and biotopes of their living environment
• know the different levels of natural diversity
• know the basic processes of farming
• understand the opportunities for using spatial data in the field
Contents of the study unit:
• global environmental problems
• state of the Finnish environment
• material and energy flows
• process thinking
• natural resources and their sustainable use
• natural diversity and how to protect it
• basic processes of farming
• spatial data in natural resources and the environment
Study unit description:
The competence gained in the study unit is based on knowledge of global environmental problems, of the state of
the Finnish environment and of rural industries. The study unit provides students with skills for evaluating the state
of the environment.
00168 Forest Management, 10 cr
The student is able to:
• know the main legislation applicable to forestry
• know the recommendations for environmental management in forestry
• implement good forestry practices
Contents of the study unit:
• diversity of forests
• forestry legislation and programmes
• cooperation in forest management
• valuable forest living environments
• earth types and their protection
• effects of forestry on waterways; protection of waterways
• landscaping
• environmental management recommendations for forestry
Study unit description:
This study unit extends skills acquired previously in forestry.
Previous studies:
Basic Agricultural Production or equivalent knowledge.
00233 Recognising Species and Mapping Natural Values, 10 cr
The student is able to:
• identify the most common vascular plants, vertebrates an invertebrates in Finland
• identify Finland’s biotopes
• know Finland’s weeds
• map natural values
Contents of the study unit:
• vascular plants
• vertebrates and invertebrates
• weeds
• most common mapping methods for Finland’s flora and fauna
• mapping natural values
• field work
Study unit description:
The study unit provides skills in recognising, mapping and valuing species.
Previous studies:
None.
082 SUSTAINABLE DEVELOPMENT AND SOCIAL INFLUENCING METHODS, 20 cr
00237 Expertise of a Bachelor of Natural Resources, 10 cr
The student is able to:
• act as opinion leaders in the environmental field and use various communication methods
• know the operating environment for an environmental planner
• use basic IT programs
• know the practices of studying in a university of applied sciences
• communicate in English in their fields
Contents of the study unit:
• use of IT
• communication skills
• expertise of a Bachelor of Natural Resources
• socialising motivation
• familiarisation with different learning structures and systems
• different study practices
• study-related social issues and support for students
• English language
Study unit description:
Students learn about the concepts of sustainable development and the environmental field. They also become
familiar with the field of work and IT tools of an environmental planner.
Previous studies:
None.
00239 Principles and Applications of Sustainable Development, 10 cr
The student is able to:
• know the content of sustainable development and understand its significance in their fields
• examine the relationship between humans and nature
• know the prevalent trends and change management methods in society
• know the action plans, meters and indicators used in sustainable development
• know the principles of environmental law
• apply research and development work methods
Contents of the study unit:
• concept and environmental dimension of sustainable development
• sustainable development action plans
• local agenda
• sustainable development indicators
• meters for ecological efficiency
• environmental values and philosophy
• environmental policy
• basic legal concepts and constructs, law of obligations
• research and development work
Study unit description:
The competence gained in the study unit is based on understanding the dimensions of sustainable development.
Knowledge of the frameworks for sustainable development, social activity and the legal system forms the
foundations for learning. Understanding of environmental values and the ability to apply various environmental
programmes and meters are also emphasised.
Previous studies:
None.
00448 Professional English, 5 cr
The student is able to:
• communicate fluently both in spoken and written English
• engage in meaningful and logical dialogue and debate in their own professions
• discuss different agricultural and rural issues in English
• develop their language skills in order to succeed
in multicultural working life
• acquire skills for professional presentations
Contents of the study unit:
• conversational skills
• presentation skills
• discussion of agricultural and rural issues
• effective reading techniques
• process writing
• advanced grammar
Study unit description:
Students’ skills in both spoken and written language are evaluated during the course.
083 RURAL ECONOMICS AND SUSTAINABILITY, 70 cr
00242 Farm Production, 20 cr
The student is able to:
Students are able to:
• understand the national significance of agriculture and other rural industries
• know the processes involved in farming
• carry out farm work
• utilise modern farming technology
• evaluate farming from the point of view of sustainable development
• know the basic principles of agricultural policy and the different levels of agricultural administration
Contents of the study unit:
• rural industries and their national significance
• principles and tasks of crop farming
• principles and tasks of animal farming
• principles, tasks and main legislation of forestry
• farm economics
• rural entrepreneurship
• agricultural policy and agricultural administration
Study unit description:
The competence gained in the study unit focuses on knowing the basic processes involved in rural industries.
Students learn the basic concepts and production methods of agriculture and forestry. They learn to see the
countryside as an operating environment from different perspectives and can use this knowledge as a basis for
interactive planning in the countryside.
Previous studies:
None.
00243 Farm Processes and Development, 10 cr
The student is able to:
Students can model and develop farm processes.
Contents of the study unit:
• process modelling and machine chains
• growth factors
• feed production and use
• grain and rape production and use
• use of planning software
• profitability of production
• farm animal welfare
• ethics of production
Study unit description:
The competence gained in the study unit relates to biological and production processes in farming.
Previous studies:
Farm Production or equivalent knowledge.
00329 Farm work, 30 cr
The student is able to:
• carry out tasks related to farm production
• learn the production practices of their host farm
• assess the financial results of production operations
• take into account occupational health and safety as well as ethics
• examine the environmental effects of their host farm and make development proposals
Contents of the study unit:
• familiarisation with the rural operating environment
• tasks related to the host farm’s production operations
• identifying the environmental, social and financial effects of production
• reporting on the placement
Study unit description:
Farm placements should be completed in the summer of the second year of study, after completion of the other
compulsory study units in the Rural Economics and Sustainability theme. The host farm can be in Finland or abroad,
and must take into account the targets set in each student’s personal study plan.
Placements help students to consolidate skills they have acquired in earlier studies and to learn new things about
farm work and production. Students must apply their theoretical knowledge in practice and find ways to develop
work and production methods.
Previous studies:
Compulsory study units of the Rural Economics and Sustainability theme or equivalent knowledge.
00244 Rural Environmental Management Planning, 10 cr
The student is able to:
• identify the positive environmental impacts of agriculture and forestry in terms of maintaining and adding to the
diversity of the landscape and nature
• assess the environmental loads caused by rural businesses through land evaluations, calculations and indicators,
and plan reduction measures
• create an environmental management programme for a farm
• assess the environmental, financial and socio-cultural impacts of rural businesses
• estimate the value of farm property in various situations
• know methods for gathering spatial data
Contents of the study unit:
• environmental impacts of agriculture and forestry
• creating an environmental management programme for a farm
• plans related to special aid applications of environmental state aid
• evaluating the impacts of other forms of rural ecomomics
• change in state of environment
• evaluating property
• methods for gathering spatial data
Study unit description:
The competence gained in the study unit is based on knowledge of rural economics. Environmental management
planning takes into account the different dimensions of sustainable development in farming and rural functions. The
study unit emphasises knowledge of the environmental impacts of production and taking them into account in
planning.
Previous studies:
Farm Production or equivalent knowledge.
00254 Developing Domestic Animal Farming, 10 cr
The student is able to:
Students can participate in a multidisciplinary team to plan and develop the production of a farm which specialises in
animal husbandry.
Contents of the study unit:
purchasing feed
• planning and implementing feeding
• requirements for animal production environments and the production technology used
• product quality
• profitability of production
• animal health
• developing animal material
00255 Organic Production, 10 cr
The student is able to:
Please refer to theme 063 Organic Farming in the Degree Programme in Rural Economics.
00152 Developing Crop Farms, 10 cr
The student is able to:
• participate in a multidisciplinary team to plan and develop the production of a farm which specialises in crop
husbandry.
Contents of the study unit:
• crop production and use
• optimising production input at a crop farm
• balances and operating efficiency
• organising water management for a field
• implementing plant protection
• profitability in crop farming
• ethics of production
Study unit description:
This study unit extends skills acquired previously in crop farming. It is carried out in parallel with Farm Processes.
Previous studies:
Basic Agricultural Production or equivalent knowledge.
084 APPLYING ENVIRONMENTAL RESTORATION AND MONITORING METHODS, 70 cr
00245 Environmental Technology and Monitoring Methods, 15 cr
The student is able to:
• know the processes of producing and using environmental monitoring data
• know the basic methods of water and soil sampling
• work in labs and interpret results
• identify problems related to water and soil system restoration
Contents of the study unit:
• producing and using environmental monitoring data
• sampling methods
• water quality analyses
• safe use of a laboratory
• authorities and main legislation
• water resource management
Study unit description:
The competence gained in the study unit relates to applying knowledge acquired previously to improving the state of
the environment.
Previous studies:
State and Operation of the Environment theme or equivalent knowledge.
00246 Environmental Restoration and Landscape Preservation, 15 cr
The student is able to:
• know the methods for water system and soil restoration
• provide advice to owners of real estate in sparsely populated areas with regard to water resource management
• evaluate the effects of specific measures
• know the main permit application methods and legislation
• know the practices of landscape preservation
Contents of the study unit:
• water system and soil restoration
• authorities and main legislation in relation to, for example, restoration and environmental permit issues
• water resource management
• landscape analyses and planning landscape preservation
Study unit description:
The competence gained in the study unit relates to learning and using technical environmental management and
restoration methods.
Previous studies:
State and Operation of the Environment theme or equivalent knowledge.
00247 Environmental Health And Safety, 10 cr
The student is able to:
• know the effects of the environment on human organs and well-being
• analyse the quality of environmental hygiene
• know the methods of microbiological sampling
• know environmental risks and how to prepare for them
• know the factors affecting environmental safety
Contents of the study unit:
• human organism and its interaction with the environment
• living environments and well-being
• microbiology
• environmental risks
• environmental safety
Study unit description:
The competence gained in the study unit relates to environmental health, safety and hygiene. Students learn the
main characteristics of microbiological sampling and research methods.
Previous studies:
State and Operation of the Environment theme or equivalent knowledge.
00248 Material and Energy Flows, 10 cr
The student is able to:
• evaluate product life cycle models
• know the principles of managing material and energy flows
• know the principles of waste management and recycling
Contents of the study unit:
• life cycle models
• logistics
• consumerism
• waste management
• recycling
• incineration processes
• energy issues
Study unit description:
The study unit deepens the students’ competence in the sustainable use of natural resources.
Previous studies:
State and Operation of the Environment theme or equivalent knowledge.
00328 Practical work to promote professional development -job placement, 30 cr
The student is able to:
• apply information from their fields in practical tasks
• work in the field of natural resources and the environment
• evaluate their own inputs as members of a work community
• develop their competence and work methods
• take into account the effects of the workplace on ecological, financial and social sustainability
• report on their work to Laurea and make development proposals
Contents of the study unit:
• tasks in the field in accordance with the personal study plan
• evaluating work and making reports
Study unit description:
In the basic job placement, students develop their workplace skills and become familiar with a company or public
sector body in the environmental field. Students are recommended to complete the basic placement in their first
year of study. Placements can be completed in Finland or abroad, in one or two stages.
Previous studies:
None.
085 ENTREPRENEURSHIP AND RESPONSIBILITY, 30 cr
00249 Entrepreneurship Skills, 20 cr
The student is able to:
• interpret phenomena in the economy from a business perspective
• recognise their entrepreneurial skills
• model core and support processes of businesses
• apply laws and norms regulating business to their work
• carry out the bookkeeping of a small company
• know the main principles of the VAT system and taxation of individuals, companies, agriculture and forestry
• understand the significance of values in business
• find and assess business opportunities in the environmental field
• formulate business models and earnings logics in line with a business idea
• create a realistic, customer-driven business plan and start up operations
Contents of the study unit:
• economic structures and processes
• basic business functions
• process thinking in business (company core, control and support processes)
• external financial administration of small businesses
• taxation
• ERP systems to support business
• responsible business operations
• business ideas, business models and business plans
• planning the finances and funding of a company
• managing business risk
Study unit description:
The competence gained in the study unit develops from general knowledge of basic economic mechanisms to
practical application skills. Having completed the study unit, students are able to start up a business in the
environmental field.
Previous studies:
None.
00250 Environmentally Responsible Business Operations, 10 cr
The student is able to:
• act as managers with environmental responsibility
• formulate and develop an organisation’s quality and environmental policy as part of business operations
• participate in planning and implementing internal and external evaluations, reviews and audits of an organisation’s
quality and environmental management
Contents of the study unit:
• responsible business operations
• developing an environmental management system
• developing a quality management system
• environmental and quality communications
• social and environmental policy-related management methods for companies
• acting as an opinion leader
Study unit description:
Students receive skills in working as environmental experts in companies. They learn about the content of
environmental and social responsibility plans and about the legal background of environmental issues.
Previous studies:
Sustainable Development and Social Influencing Methods theme or equivalent knowledge.
00331 Innoplaza, Study Unit in Entrepreneurship, 15 cr
The student is able to:
• assess their own qualities and their ability to become entrepreneurs
• work in teams of students with diverse backgrounds
• develop business ideas
• evaluate business opportunities
• investigate and analyse markets and target customer groups
• create business models and earnings principles that suit their business ideas
• come up with realistic business plans, including budgets, on the basis of their business ideas
• present their business plans in a concise manner
Contents of the study unit:
• innovation process and systems
• internal and external company analyses and positioning on the market
• business ideas, business models and business plans
• customer orientation, competitiveness, sales and marketing
• planning the finances and funding of a company
• regulations governing business
Study unit description:
Students develop the ability to create a business plan for a start-up, on the basis of an innovative business idea.
Students from different institutions and fields of study work in teams at agreed times over several months, producing
business plans. The study unit consists of three modules. The diversity of the students’ skills in creating a business
plan is supported by the opportunity to attend courses at some of the other participating universities of applied
sciences. Each institution grants 15 cr for completing the unit. The study unit’s coordinators are Jussi Järvi and
Teppo Leppälahti.
086 WORKING AS A PLANNER AND DEVELOPER, 35 cr
00154 Rural Development, 10 cr
The student is able to:
• use various methods and tools for developing rural areas.
Contents of the study unit:
• planning, implementing and evaluating development projects
• various consulting situations
• main rural legislation
• village development
• professionally required Swedish
Study unit description:
Students apply previously acquired skills to rural development and learn new work methods in the area.
Previous studies:
None.
00257 Managing a Built-Up Environment, 10 cr
The student is able to:
• know the factors affecting a built-up environment
• know the main legislation and planning methods related to planning
• know the effect assessment process and how to apply for environmental permits
• participate in planning processes as experts in their fields and as users of planning methods
• take into account natural values and circumstances in planning
• assess the opportunities for the society and different industries to influence the preservation of diversity
Contents of the study unit:
• changes in built-up environments
• town and land use planning
• Land Use and Building Act
• interactive planning and participation methods
• socially sustainable environments
• natural circumstances in planning
• evaluating and planning environmental effects
• communication and interaction skills
• spatial data systems in planning
Study unit description:
The competence gained in the study unit relates to information needed in environmental planning and the skill to
apply this information in practical planning tasks. Competence is based on understanding the regional approach to
environmental planning. Students learn to participate in information gathering, analysis and presentation tasks in
environmental planning processes.
00258 Innovations, 10 cr
The student is able to:
• identify needs for new operating methods and services in the environmental field
• participate in innovation processes
• evaluate new rural operating methods and opportunities
• evaluate alternative energy production and transfer methods
Contents of the study unit:
• innovations in the environmental field
• innovation processes
• new technologies
• energy
Study unit description:
Students can develop innovations and new operating methods, and apply new technologies.
Previous studies:
None.
00259 Implementing Business Projects in Farming, 10 cr
The student is able to:
• use various calculation methods to assess the profitability, liquidity and solidity of farms during growth, changes in
production focus or generation changes
• farm and business funding processes
Contents of the study unit:
• calculation methods
• funding processes
• farm growth
• generation changes
• changes in production focus
Study unit description:
The sudy unit deepens the students' competence in the development of rural areas.
Previous studies:
None.
00164 Familiarisation with the profession - job placement, 20 cr
The student is able to:
• apply information from their fields in practical tasks
• work in the field of natural resources and the environment
• evaluate their own inputs as members of a work community
• develop their competence and work methods
• take into account the effects of the workplace on ecological, financial and social sustainability
• report on their work to Laurea and make development proposals
Contents of the study unit:
• planning tasks
• expertise and development tasks
• evaluation
• reporting
Study unit description:
The job placement should be carried out in the third year. Placements can be completed in Finland or abroad, in one
or several stages. Generally, practical work to promote professional development cannot be recognised as part of
other studies.
In their job placements, students extend the knowledge they have acquired in previous studies and placements to
include planning, evaluation and development of their own work. They improve their interaction skills and become
familiar with the business of the employer.
Previous studies:
Other study units in the Practical Work theme or equivalent knowledge.
00018 Developing Service Innovations, 10 cr
The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in a partnership network
• work effectively in a team and act as opinion leaders in a community of experts
• evaluate their own and others’ competence, work and results in accordance with development objectives
• use the tools and methods of applied R&D in development work
• carry out and report on an objective-oriented development project
Contents of the study unit:
• determining development needs
• creating a context and knowledge base
• planning, implementing and evaluating the development process
• working in a shared expertise group
Study unit description:
The study unit forms an objective-oriented development project, where the competence gained is that of a developer
using investigative research methods. The object of competence development is determined for each cluster by
Laurea’s research and development policy.
Previous studies:
Main professional competences minimum of 120 cr or equivalent knowledge.
00449 Swedish, 5 cr
The student is able to:
• klara sig muntligt och skriftligt i vardagliga situationer
• kommunicera på svenska i de vanligaste situationerna i arbetslivet
• utveckla sina kunskaper så att han/ hon kan arbeta i miljöbranschen
Contents of the study unit:
• svenska på arbetslivet
• svenska i studielivet och på fritiden
• färdigheter att skriva arbetsansökningar och meritförteckningar
• färdigheter att förstå och använda fackterminologi
019 THESIS, 15 cr
Description:
Students can apply an investigative approach to developing the workplace.
The student will be able to:
• cooperate with the workplace and other partners, and evaluate their own work and solutions critically
• work in persistent, target-oriented ways
• produce new information systematically, critically and creatively, and develop the workplace
• conceptualise the phenomena of the workplace with a basis in research data
• manage the big picture, presenting their ideas logically and with justifications
• present well-grounded, practical work development proposals
Content:
The bachelor's thesis is a systematic and logical investigation or practical development task based on research data
on a subject that extends the student's professional skills. Theses help students to grow professionally and are
linked to the employment sector and to regional development. They can also form part of Laurea’s research and
development work.
The process begins with familiarisation with the thesis process. After this, students come up with a subject and
formulate a thesis plan. The process progresses from implementing the thesis plan to finishing and publishing the
thesis. The thesis process includes guided independent work as well as seminars.
The thesis is based on a real-life development challenge. It emphasises interaction with the labour market and an
investigative approach. Thesis reports are based around describing object-oriented activities and their results, as
well as on theoretical and research-based analyses. Theses contain development proposals for the sector or the
workplace, and, at best, broadly significant innovations.
The theme involves the completion of a maturity test, in which students must demonstrate mastery of the subject
and good language skills.
Learning process:
In terms of professional growth, the thesis is related to deepening professional competence.
00043 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test
Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.
125 ELECTIVE STUDIES, 0 cr
Description:
Students use elective studies to deepen and broaden their competence in various themes and ge-neric
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.
Content:
Each curriculum contains a theme consisting of elective studies. In the students’ personal study plans, the theme
should be made up of the study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another higher education institution
(university of applied sciences, university, Online University of Applied Sciences, foreign institution) that cannot be
recognised for the degree programme but that the student wishes to include in the degree should be classified
under this theme. The number of credits from elective studies can be set separately for each degree programme,
tak-ing into account recommendations for the field of study. The aim is to have at least 15 cr of elective studies in
each degree programme
047 LAUREA'S COMMON STUDIES, 0 cr
00189 Preparatory Studies in Mathematics, 3 cr
The student is able to:
• demonstrate the basic skills of mathematical applications required by his / her field of study
Contents of the study unit:
• recapitulation of upper secondary school mathematics
Study unit description:
Student practices his / her mathematic skills and develops preparedness to complete studies in
mathematical applications within the main courses.
00190 Student tutoring, 5 cr
The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• plan ways of encouraging and motivating new students
• orientate new students in the local learning environment and culture
• market Laurea and its opportunities for studying
• use the communicating and marketing skills needed in marketing Laurea
• act as mentors for students who need special support
• actively promote well-being in a work community
Contents of the study unit:
• intensive training shared by all Laurea student tutors
• planning of the tutoring process at each unit
• orientation of new students
• marketing Laurea’s studying opportunities
• acting as a student tutor
• developing competence in personal guidance and counselling
Study unit description:
The competence gained in the study unit relates to orientating new students and to behaving responsibly in typical
situations requiring student tutoring at Laurea or one of its units. Competence is based on understanding Laurea’s
objectives and the basic principles of its operating culture.
00191 International Student Tutoring, 5 cr
The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• understand the content of their culture
• plan operating methods related to grouping international students
• familiarise international students with Finnish learning environments and cultures
• actively promote well-being in a work community
Contents of the study unit:
• intensive international student tutor training
• planning of the tutoring process at each unit
• orientation of new international students
• tutoring of exchange students throughout the exchange; participation in exchange student orientation and in
coordinated leisure activities
• developing competence in personal guidance and counselling
Study unit description:
The competence gained in the study unit relates to helping international degree and exchange students become
settled in Finland, and to behaving responsibly in typical international situations at Laurea or one of its units.
Competence is based on understanding Laurea’s objectives, the basic principles of its operating culture, and the
Finnish culture.
00192 Introduction to the Spanish- and Portuguese-Speaking World, 3 cr
The student is able to:
• outline the typical operational characters of the region¡¦s cultures
• analyse the region as an operating environment in their own fields
• integrate their competence in the region into their professional growth process
Contents of the study unit:
• students¡¦ experiences of the Hilu path
• typical operational characters of the region¡¦s cultures
• description and analysis of selected companies/organisation/associations operating in Spain, Portugal or Latin
America
Study unit description:
The study unit consists of contact sessions, written assignments and a book exam.
The study unit is an introduction to Laurea¡¦s ¡§Hilu¡¨ (the Spanish- and Portuguese-speaking world) -studies.
Laurea offers international study modules focused on specific regions for students who wish to expand their
international expertise. The aim is to provide basic knowledge of the target area as an operating environment, to
coach students in working there in their own fields and to aid students in finding jobs. The studies are
multidisciplinary. Students who complete a whole international module receive a separate certificate. Studies can
also be taken as smaller modules. In addition to ¡§Hilu¡¨-studies Laurea offers Baltic Sea Region studies. Asian
competence can be developed in the national East and Southeast Asia cooperation network. (More information at
www.laurea.fi.)
The studies are taken as part of normal degrees. During the introduction students draft a personal study plan with
their responsible tutor, defining the progress of the study path. The scope of the international study paths is 60
credits, with 15 credits each of language and cultural studies, subject-related studies, job placement and thesis.
• The language and cultural studies provide functional competence related to the target region.
• Subject-specific studies are offered with a focus on a specific area, or constructed out of study units and topics that
students would take in their normal studies anyway. The perspective agreed with the tutor helps to focus ¡§normal¡¨
study units in the direction of the target region.
• Job placements must be related to the target region.
• The Bachelor¡¦s thesis is also linked to the target region.
El mundo hispano-lusoparlante means the Spanish- and Portuguese-speaking world. Some of the factors leading to
the implementation of the Hilu study path are the increasing interest of Finnish industry and commerce towards Latin
America and increased cooperation within the EU. Students on the study path focus on the Spanish- and/or
Portuguese-speaking world. The study path offers opportunities to develop specialist competence and expertise in
the target region, particularly with a view to obtaining employment. Studies can be chosen from the study offer of
Laurea¡¦s partner institutions as well.
00193 Introduction to Studies in the Baltic Sea Region, 3 cr
The student is able to:
• sketch the political, economic, social and ecological special features of the Baltic Sea region
• analyze the Baltic Sea region as an operating environment in relation to own field of study
• integrate the competence concerning the Baltic Sea region as a part of own professional growth
Contents of the study unit:
• Orientation to Baltic Sea region studies
• Students’ experiences on the study path
• Cultures in the Baltic Sea region
• Baltic Sea region as a political, economic, social and ecological operating environment
Study unit description:
The study unit consists of contact sessions, a study trip and learning assignments. The study unit consists of contact
sessions, a study trip and learning assignments.
The study unit is an introduction to Laurea’s Baltic Sea Region studies. Laurea offers international study modules
focused on specific regions for students who wish to expand their international expertise. The aim is to provide basic
knowledge of the target area as an operating environment, to coach students in working there in their own fields and
to aid students in finding jobs. The studies are multidisciplinary. Students who complete a whole international
module receive a separate certificate. Studies can also be taken as smaller modules. In addition to Baltic Sea
Region studies Laurea offers “Hilu”-studies (the Spanish- and Portuguese-speaking world). Asian competence can
be developed in the national East and Southeast Asia cooperation network. (More information at www.laurea.fi.)
The studies are taken as part of normal degrees. During the introduction students draft a personal study plan with
their responsible tutor, defining the progress of the study path. The scope of the international study paths is 60
credits, with 15 credits each of language and cultural studies, subject-related studies, job placement and thesis.
The language and cultural studies provide functional competence related to the target region.
Subject-specific studies are offered with a focus on a specific area, or constructed out of study units and topics that
students would take in their normal studies anyway. The perspective agreed with the tutor helps to focus “normal”
study units in the direction of the target region.
Job placements must be related to the target region.
The Bachelor’s thesis is also linked to the target region.
Laurea’s Baltic Sea Region studies are based on the EU’s expansion in the area. Studies are designed so that
students can specialise geographically within their own fields of competence (e.g. Business in Russia, Baltics).
Another option is to select a topic within the Baltic Sea region (e.g. the environment), which allows for cooperation in
different geographical areas and sectors. Studies are partly completed through multidisciplinary projects, partly
online and partly in English. Studies are planned and implemented together with partner institutions from the Baltic
Sea region, and studies can be chosen from the study offer of partner institutions as well. Other study units related
to competence in the Baltic Sea region can be found in different units’ selections of elective studies. For further
information visit the Laurea website and check its implementation plans. Examples:
• Promoting Intercultural Management for Working Life in the Baltic Sea Region
• Introduction to Russian Competence Russian Cultural History
• Russia as an Operating Environment
• “Family in Kikerino” Project
• Inledning till Nordastudier
• Samhället och arbetsmarknaden i Norden
• Lev och må bra
00194 Preparatory Studies in English, 3 cr
The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the English language
• basic English vocabulary
Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.
00195 Preparatory Studies in Swedish, 3 cr
The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary
Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.
00202 Initial Test in English Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00387 Go abroad, 3 cr
The student is able to:
• work successfully in a foreign country’s learning and work environment.
Contents of the study unit:
• process of cultural encounters
• target country and target higher education institution, company or organisation
• Finnish culture and education system
• practical arrangements related to exchanges
Study unit description:
In order to apply for the Erasmus grant awarded by the EU or for a grant awarded by Laurea, students departing for
international exchanges or job placements must generally complete preparatory international studies.
The studies include the online studies, contact sessions and learning exercises, which vary by unit/region.
Previous studies:
Acceptance onto an international exchange or job placement.
00388 Preparatory Studies in Finnish (as Mother tongue), 3 cr
The student is able to:
• compose varied factual and functional texts
• make use of different writer's tools and grammar aid
• take on the communicative responses of team work
Contents of the study unit:
• creating a personal communicative profile
• using dictionaries and other tools for language aid
• providing the student for oral and written challenges of study time
Study unit description:
Students improve their skills in speech communication and writing in order to be able to succesfully complete their
studies in Laurea.
00392 Work and Development in a Community of Experts, 3 cr
Study unit description:
The Work and Development in a Community of Experts study unit is implemented through genuine development
and innovation activities. Students can analyse the core phenomena of development and quality in practice. They
can systematically look for solutions related to functions and problems in the expert organisation on which the
development project is focused.
Students learn the principles of development work and form a development team. The members of the development
team participate in a specific Laurea development work group or project for one academic year.
Thus students receive experience of working as equal experts. They learn to develop their own influencing skills, as
well as to evaluate their work as opinion leaders in diverse innovation environments and as collaborative network
players.
They evaluate their activities as modifiers, developers and influencers of practices.
080 ELECTIVE LANGUAGE STUDIES, 0 cr