Curriculum 2007 – LKB07SN (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Sustainable Development (Laurea Hyvinkää, luova), LKB07SN

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

Major dynamics affecting the operating environment for rural economics in Finland are the simultaneous
globalisation and localisation of the market, the liberalisation of the global market for agricultural produce, the
consumer, environmental and rural focus of agricultural policies, and the increasing role of technology in production
and marketing. The most obvious change is the growing size and decreasing number of farms.

Agriculture in the Helsinki metropolitan area is characterised by a focus on crop farming and a comparatively large
proportion of secondary income sources. Rural areas face many specific problems. High costs, particularly in terms
of high land prices, slow down the structural development of agriculture. Population growth makes it difficult to
practise traditional agriculture close to towns, as these areas may be earmarked for new residential planning
initiatives.
Forests in the metropolitan area are used as raw material sources and refreshment areas, and, increasingly, as
sources of bioenergy. A challenge faced by forestry is how to keep up forest owners’ interest in forests and maintain
their knowledge levels high in future, to ensure that forests in the area are looked after and used as best possible.


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 operating in the area. For residential
environments to be inviting, systematic community and town planning must be carried out, and the 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.
The development of rural regions in the metropolitan area shares many of the challenges of the rest of the country,
because although most municipalities in the area have gained population through migration from the rest of the
country, rural regions have clearly fewer jobs and services than before. The large population of the metropolitan
area makes it an important area in terms of the development of interaction between rural and urban sites. The
metropolitan area is well suited to innovative rural development initiatives (e.g. new forms of service, marketing and
entrepreneurship) as well as solutions to the environmental pressures caused by the large population.


Expertise

Bachelors of Natural Resources are mainly involved with consulting, administration and commerce in relation to
basic agriculture. Their expertise lies in their willingness to develop themselves, their work environments, their
professions and the countryside as a business and living environment. Bachelors of Natural Resources can solve
biological, technical and financial problems in rural economics. They are able to develop and renew professional
customs. They know the rural operating environment and its organisations, and have the main skills needed in
development work – i.e. IT, languages, project management, consulting and communications.

The professional competence of a Bachelor of Natural Resources is based on the comprehensive mastery of
practical competences as well as related leadership and development skills. One of the core competences of the
field is the management of agricultural processes. Bachelors of Natural Resources understand the operations of a
farm as a whole. They have mastered tasks related to crop and animal husbandry, and can also handle machines.
They have a comprehensive understanding of farming, forestry and other rural operations and can plan production
e.g. in investment situations. Quality control and environmental know-how are also important. Bachelors of Natural
Resources must understand their operating environment, its opportunities and its threats. Rural development
requires a comprehensive approach, combining innovation, knowledge of development programmes and methods,
and project management skills. Many graduates work in customer services, having acquired good skills in the area.
Bachelors of Natural Resources demonstrate initiative and can plan and manage their own work. Good graduates
are entrepreneurial, marketing-oriented, open to change and flexible.

Competences

The competences of a Bachelor of Natural Resources are examined on the basis of the ECTS project for the
Degree Programme in Rural Economics:
Agricultural and forestry production
• comprehensive knowledge of farms and their functions and tasks
• ability to cultivate fields appropriately and profitably
• ability to care for, feed and breed farm animals profitably, taking into account their health and welfare
• ability to use farming machines and equipment effectively and safely
• ability to look after and use forests in economically and ecologically sustainable ways
The countryside as an operating environment
• knowledge of the operator networks in rural areas and ability to participate in them
• knowledge of international and national rural policies as well as their effects on the operational principles and
development of rural areas and agriculture
Business competence and entrepreneurship
• knowledge of the basic principles and elements of business
• ability to manage and develop rural businesses in planned, financially sound ways


Environmental competence
• knowledge of the environmental effects of the field
• understanding of the interaction between rural businesses and the environment
• ability to develop businesses with environmental responsibility

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
00233   Recognising Species and Mapping Natural                     10
        Values
00168   Forest Management                                                                    10
082     SUSTAINABLE DEVELOPMENT AND SOCIAL
        INFLUENCING METHODS
00237   Expertise of a Bachelor of Natural Resources                    5
00239   Principles and Applications of Sustainable                  10
        Development
00448   Professional English                                            5
083     RURAL ECONOMICS AND SUSTAINABILITY
00242   Farm Production                                                           20
00243   Farm Processes and Development                                            10
00244   Rural Environmental Management Planning                                              10
00254   Developing Domestic Animal Farming                                        10
00255   Organic Production                                                        10
00329   Farm work                                                                 30
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
00449   Swedish                                                                                  5
00634   Oral skills in Swedish                                                                   0
00635   Written skills in Swedish                                                                0
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
019        THESIS
00043      Thesis                                                                                         15
125        ELECTIVE STUDIES
00202      Initial Test in English Skills                               0
00203      Initial Test in Swedish Skills                               0
00493      Finnish as Second Language-Initial test                      0
00194      Preparatory Studies in English                               3
00195      Preparatory Studies in Swedish                               3
00388      Preparatory Studies in Finnish (as Mother tongue)            3
00522      Preparatory Studies in Finnish                               3
                                                                        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 5             Reflektio-osaamisen kuvaus (H)
00239            Principles and Applications of Sustainable    10           Eettisen osaamisen kuvaus (H)
                 Development
00242            Farm Production                               20           Eettisen osaamisen kuvaus (H)
00243            Farm Processes and Development                10           Reflektio-osaamisen kuvaus (H)
00244            Rural Environmental Management Planning       10           Verkosto-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)
00245            Environmental Technology and Monitoring       15           Innovaatio-osaamisen kuvaus
                 Methods                                                    (H)
00246            Environmental Restoration and Landscape       15           Verkosto-osaamisen kuvaus (H)
                 Preservation
00247            Environmental Health And Safety               10           Globalisaatio-osaamisen
                                                                            kuvaus (H)
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           Innovaatio-osaamisen kuvaus
                                                                            (H)
00250            Environmentally Responsible Business          10           Eettisen osaamisen kuvaus (H)
                 Operations
00154            Rural Development                             10           Innovaatio-osaamisen kuvaus
                                                                            (H)
00258              Innovations                                 10   Innovaatio-osaamisen kuvaus
                                                                    (H)
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.


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.


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.


082 SUSTAINABLE DEVELOPMENT AND SOCIAL INFLUENCING METHODS, 20 cr


00237 Expertise of a Bachelor of Natural Resources, 5 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.


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.


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.


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.


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
00634 Oral skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating oral skills in Swedish.


00635 Written skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating written skills in Swedish.


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.


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


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.


00493 Finnish as Second Language-Initial test, 0 cr

Study unit description:
Suomenkielisissä koulutusohjelmissa opiskelevat maahanmuuttajataustaiset opiskelijat suorittavat suomen kielen
lähtötasotestin.


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.


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.


00522 Preparatory Studies in Finnish, 3 cr

Study unit description:
Students who fail an initial test must take
preparatory studies in the language at the
start of their studies. The preparatory studies
count as credits for elective studies, if the student’s language skills are not sufficient and s/he has been guided to
complete these studies.