Opetussuunnitelma
2007
Luonnonvara- ja ympäristöala
Laurea Hyvinkää
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2007
Natural Resources and the Environment
Laurea Hyvinkää
Bachelor's degree programmes
Opetussuunnitelma · Maaseutuelinkeinojen koulutusohjelma (LMB), Laurea Hyvinkää · Ryhmä LMB07SN
Opetussuunnitelma 2007 – LMB07SN (englanniksi)
Curriculum · Degree Programme in Rural Economics (LMB), Laurea Hyvinkää · Group LMB07SN
Curriculum 2007 – LMB07SN (in English)
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Curriculum 2007 – LMB07SN (in English)
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LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Rural Economics (Laurea Hyvinkää, luova), LMB07SN
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
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. The studies emphasise the need for an investigative approach to work, with a
focus on authentic work situations and projects carried out in accordance with the LbD method.
Students build their expertise in the biological, technical and financial competences of rural economics gradually,
progressing from the basic to the advanced level. At the beginning they acquire skills related to practical tasks and
create a framework for later theoretical content. At the same time, students learn to internalise the operating
environment of the profession. In the second year, studies progress with modelling and developing processes,
integrating theory and practice into one entity. In the third year, students learn about business and environmental
management in rural economics, trading in agricultural products and developing rural areas as a whole. Towards the
end of their studies, students become familiar with and participate in innovation work in the area. Theses are used to
demonstrate the students’ expertise in their chosen areas.
Description of the Degree Programme
The degree consists of 240 credits (cr). As specified in the Polytechnics Act (423/2005), it comprises basic,
professional and elective studies, practical work to further professional development, and a thesis.
The aim of basic studies is to provide students with a broad understanding of the status and significance of rural
economics in the society, the workplace and the international context; to give them experience of general theoretical
principles and communication; and to supply them with the necessary language skills. Professional studies are
designed to familiarise students with the main problems and applications of rural economics and their bases in
science and competence. Graduates should be able to work independently as experts or entrepreneurs, and
participate in developing the work community. The objective of practical work is to provide a guided introduction to
the most important practical aspects of work, particularly in rural economics, and to the application of skills and
knowledge in the workplace. The aim of the thesis is to develop and demonstrate the students’ ability to apply their
skills and knowledge (cf. 423/2005).
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 60
055 BASIC AGRICULTURAL PRODUCTION
00519 Basic Agricultural Production 35
00150 Basic Farm Production- job placement 30
056 SOCIAL COMPETENCE OF A BACHELOR OF
NATURAL RESOURCES
00148 Expertise of a Bachelor of Natural Resources 5
00448 Professional English 5
057 FARM PRODUCTION
00151 Farm Processes 25
00152 Developing Crop Farms 10
00153 Developing Cattle Farms 10
00518 Developing Milk Farms 10
059 BUSINESS OPERATIONS
00155 Business Operations and Processes 10
058 RURAL DEVELOPMENT
00154 Rural Development 10
00450 Swedish 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
061 MANAGING A RURAL BUSINESS
00157 Business Planning 10
00158 Environmental Management Planning 10
00159 Farm Performance Analyses 5
060 TRADE AND LOGISTICS
00156 Agricultural Trade and Logistics 10
062 INNOVATIONS
00160 Production and Use of Bioenergy 10
00161 Developing Technology 10
00163 Crop Farming Development Methods 5
00164 Familiarisation with the profession - job placement 20
063 ORGANIC FARMING
00165 Organic Crop Production 5
00166 Organic Animal Production 5
064 OPPORTUNITIES IN FORESTRY
00167 Utilising Forests 10
00168 Forest Management 10
065 OTHER ANIMAL FARMING
00169 Pig Farming 10
00170 Horse Farming 5
00171 Other Farm Animals 5
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
00522 Preparatory Studies in Finnish 3
60 60 60 60
Annual themes and competences
Study Extent Competences
00519 Basic Agricultural Production 35 Ethical competence (H),
Reflective competence (H)
00150 Basic Farm Production- job placement 30 Reflective competence (H)
00148 Expertise of a Bachelor of Natural Resources 5 Globalisation competence (H),
Network competence (H)
00448 Professional English 5 Ammatillistaidollinen
osaaminen (H),
Ammatillistiedollinen
osaaminen (H), Globalisation
competence (H)
00151 Farm Processes 25 Ethical competence (O),
Reflective competence (H)
00154 Rural Development 10 Network competence (O),
Reflective competence (O)
00450 Swedish 5 Ammatillistaidollinen
osaaminen (H),
Ammatillistiedollinen
osaaminen (H)
00157 Business Planning 10 Reflective competence (O)
00158 Environmental Management Planning 10 Globalisation competence (O)
00160 Production and Use of Bioenergy 10 Innovative competence (H)
00161 Developing Technology 10 Innovative competence (H)
00163 Crop Farming Development Methods 5 Innovative competence (H)
00165 Organic Crop Production 5 Ethical competence (O),
Globalisation competence (H)
00166 Organic Animal Production 5 Ethical competence (O),
Globalisation competence (H)
H - Personal competence level
O - Organisational development level
Y - Social reform level
055 BASIC AGRICULTURAL PRODUCTION, 65 cr
00519 Basic Agricultural Production, 35 cr
The student is able to:
• farm crops
• use and maintain farm machinery and equipment
• care for cattle and pigs
• carry out and plan forestry work
• carry out practical work in accordance with the principles of sustainable development
• take occupational safety into account
• use information technology
Contents of the study unit:
• studying in Natural Resources and the Environment
• socialising motivation
• familiarisation with different learning structures and systems
• operating cultures
• different study practices
• study-related social issues and everyday support for students
• software tools
• memos, reports, analyses
• use and maintenance of farm machinery
• cleaning and feeding farm animals, milking and milk handling
• crop sowing, care, harvesting and storage
• forestry
• sustainable use of natural resources
• work legislation and occupational safety
Study unit description:
The competence gained in the study unit relates to practical tasks. By following the seasonal changes in farm work,
students acquire an understanding of the big picture.
00150 Basic Farm Production- job placement, 30 cr
The student is able to:
• independently carry out tasks related to field husbandry and other production work at the farm
• have knowledge of practices of the farm’s production lines
• manage the farm’s production buildings and machinery , and their use
• assess the financial result of the farm’s production
• consider work safety in his/her own work and act accordingly
• assess farm production’s environmental impacts and find ways to minimise negative impacts
Contents of the study unit:
• crop husbandry tasks
• use, care and maintenance of farm machinery
• tasks involving the care of domestic animals
• forestry tasks
• construction tasks
• horticultural tasks
• written tasks related to farming and reporting on the job placement
Study unit description:
Farm internship is recommended to take place during the first summer of studies, after completing the Basic
Agricultural Production course. The student obtains a suitable farm for internship from home country or abroad,
taking the objectives of personal study plan into account. The internship can be carried out continuously or divided
between more than one summer or farms.During the internship the student establishes skills obtained earlier in
theme studies and gains new knowledge of the farm’s work and production. He / she also has to apply theory
knowledge to practical work and find ways to develop the farm’s work practices and production.
Previous studies:
Basic Agricultural Production or equivalent knowledge.
056 SOCIAL COMPETENCE OF A BACHELOR OF NATURAL RESOURCES, 10 cr
00148 Expertise of a Bachelor of Natural Resources, 5 cr
The student is able to:
• hahmottaa metsä- ja elintarviketalouden osana suomalaista ja eurooppalaista yhteiskuntaa
• arvioida EU:n toiminnan vaikutuksia metsä- ja elintarviketalouteen
• osaa käyttää keskeisiä tutkimusmenetelmiä
• laatia seminaariesityksen
Contents of the study unit:
• maa- ja metsätalous Suomessa ja Euroopassa
• elintarvikeketjun organisaatiot
• kansantalouden keskeiset käsitteet
• yhteiskunnan ja toimintaympäristön muutos
• Euroopan Unionin toiminta
• vuorovaikutustaidot
• tutkiva ja kehittävä toiminta oppimisessa
• tutkimusmenetelmät
• juonnearviointi
Study unit description:
Opintojaksolla tutustutaan elintarvike- ja metsäklusterin toimijoihin ja toimintatapoihin Suomessa ja Euroopassa.
Previous studies:
Ei ole
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.
057 FARM PRODUCTION, 25 cr
00151 Farm Processes, 25 cr
The student is able to:
• model and develop farm processes
Contents of the study unit:
• process modelling
• growth factors
• feed production and use
• grain and rape production and use
• use of planning software
• internal production accountancy
• farm animal welfare
• ethics of production
• building professional growth
• language studies
Study unit description:
The competence gained in the study unit relates to biological and production processes in farming.
Previous studies:
Basic Agricultural Production 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.
00153 Developing Cattle 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 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
Study unit description:
This study unit extends skills acquired previously in animal farming. It is carried out in parallel with Farm Processes.
Previous studies:
Basic Agricultural Production or equivalent knowledge.
00518 Developing Milk Farms, 10 cr
059 BUSINESS OPERATIONS, 10 cr
00155 Business Operations and Processes, 10 cr
The student is able to:
• model businesses’ core and support processes
• carry out small-business accounting tasks
• evaluate the business opportunities of a small rural enterprise
Contents of the study unit:
• basic business functions
• commitments and liabilities in business
• process thinking
• external finances of a small business
• applicable operational management systems
Study unit description:
The competence gained in this study unit relates to understanding business operations as a whole, comprehending
the significance of each element and the relationships between them as part of a customer-oriented business.
Students learn the basics of financial management and corporate law.
058 RURAL DEVELOPMENT, 15 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.
00450 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 språgliga färdigheter så att han/ hon kan arbeta i jord- och skogsbruk
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.
061 MANAGING A RURAL BUSINESS, 20 cr
00157 Business Planning, 10 cr
The student is able to:
• formulate business plans for rural businesses, evaluate the profitability and liquidity of farm functions on the basis
of given production and financial data
Contents of the study unit:
• farm taxation
• creating a business plan
• investment calculations
• agricultural policy and subsidies
• risks and insurance
• daily monetary transactions
Study unit description:
Students acquire an understanding of the business opportunities in farming and of the financial requirements related
to running a farm.
00158 Environmental Management Planning, 10 cr
The student is able to:
• identify the positive environmental effects 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 sociocultural effects of rural businesses
• estimate the value of farm property in various situations
• know methods for gathering spatial data
Contents of the study unit:
• environmental effects of agriculture and forestry
• creating an environmental management programme for a farm
• plans related to special environmental subsidy applications
• assessing the effects of other rural operations
• environmental changes
• valuing property
• methods for gathering spatial data
Study unit description:
The competence gained in the study unit relates to knowledge of rural economics and practical experience of the
rural operating environment gained from a job placement at a farm. 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 effects of production and taking them into account in planning.
00159 Farm Performance Analyses, 5 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
Contents of the study unit:
• calculation methods
• farm growth
• generation changes
• changes in production focus
Study unit description:
Students increase their competence in relation to the financial operating requirements of farms.
Previous studies:
Business Planning or equivalent knowledge.
060 TRADE AND LOGISTICS, 10 cr
00156 Agricultural Trade and Logistics, 10 cr
The student is able to:
• carry out customer service and expertise tasks in the operating environment for agricultural trade
• assess the effect of their own actions on customer relationships and business
• assess the effect of the global market on agricultural trade
Contents of the study unit:
• commercial operations
• legislation related to seed trading
• Product Liability Act
• product know-how
• logistics and storage
• social responsibility
• business to business
• contracts
• customer service
• marketing
Study unit description:
The competence gained in this study unit relates to understanding the agricultural trade as a whole, comprehending
the significance of each element and the relationships between them as part of customer-oriented trading.
Competence is based on analysing the interest groups, operations and processes of agricultural trade
062 INNOVATIONS, 30 cr
00160 Production and Use of Bioenergy, 10 cr
The student is able to:
• identify opportunities for new energy production models
• know the main characteristics of various bioenergy production models
• know the production and purchasing chains for bioenergy raw materials
• know the main regulations affecting the use and production of bioenergy
Contents of the study unit:
• rural innovations
• energy production models
• consumption calculations
• financial comparison of different alternatives
Study unit description:
This study unit takes place in the third or fourth year of study. Students acquire comprehensive knowledge of
various energy production alternatives. The study unit ponders opportunities for using farms’ own raw materials in
bioenergy production.
00161 Developing Technology, 10 cr
The student is able to:
• utilise existing technologies
• apply the possibilities of new technologies
Contents of the study unit:
• technological innovations
• comparing technological alternatives
Study unit description:
This study unit takes place in the third or fourth year of study. Students acquire comprehensive knowledge of ways
of applying new technologies.
Previous studies:
Farm Production theme or equivalent knowledge.
00163 Crop Farming Development Methods, 5 cr
The student is able to:
• observe and optimise the use of production inputs
• identify and manage risks related to crop farming
• know the main legislation affecting seed trading
Contents of the study unit:
• growth models
• plant enemies
• pesticides
• pesticide and seed trade legislation
• risk management
• crop production studies and field testing techniques
Study unit description:
This study unit takes place in the third or fourth year of study. Students increase their competence in managing
factors which affect crop growth.
Previous studies:
Basic Agricultural Production or equivalent knowledge.
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.
063 ORGANIC FARMING, 0 cr
00165 Organic Crop Production, 5 cr
The student is able to:
• evaluate organic production
• look after the fertility of the land
• create crop rotation, fertilisation and plant protection plans
• know organic crop farming techniques
• know the rules of organic plant protection
• calculate the profitability of production
• assess the quality and marketing outlook of products
Contents of the study unit:
• rules of organic production
• managing land fertility
• planning crop rotation
• managing nutrients in organic farming
• plant protection
• organic crop farming
• profitability of production
• product quality and marketing
Study unit description:
The competence gained in the study unit relates to internalising the principles of organic production in order to apply
them to achieve ethical and environmentally sustainable crop production, and to meet consumers’ expectations for
organic products.
Previous studies:
Students of Degree Programme in Sustainable Development: Rural Economics and Sustainability theme or
equivalent knowledge.
Students of Degree Programme in Rural Economics: Basic Agricultural Production or equivalent knowledge.
00166 Organic Animal Production, 5 cr
The student is able to:
• evaluate organic production
• select suitable animal material for organic production
• know the principles of organic farm animal feeding, care, veterinary care and breeding
• handle organic farm animal products
• assess the profitability of production
Contents of the study unit:
• animals on an organic farm
• general principles of organic farming, animal production regulations and supervision
• organic cattle farming
• organic monogastric farm animals
• transition to organic production
Study unit description:
The competence gained in the study unit relates to internalising the principles of organic production in order to apply
them to achieve ethical and environmentally sustainable animal production, and to meet consumers’ expectations
for organic products.
Previous studies:
Students of Degree Programme in Sustainable Development: Rural Economics and Sustainability theme or
equivalent knowledge.
Students of Degree Programme in Rural Economics: Basic Agricultural Production or equivalent knowledge.
064 OPPORTUNITIES IN FORESTRY, 0 cr
00167 Utilising Forests, 10 cr
The student is able to:
• plan and develop forestry as part of farming production
• plan and implement farms’ forestry and logging operations
• evaluate the productivity and profitability of forestry
Contents of the study unit:
• forest evaluation methods and planning
• planning marked timber areas
• profitability of forestry
• other values of forests
• sustainable use of forests
Study unit description:
This study unit extends skills acquired previously in forestry.
Previous studies:
Basic Agricultural Production or equivalent knowledge.
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.
065 OTHER ANIMAL FARMING, 0 cr
00169 Pig Farming, 10 cr
The student is able to:
• know the issues related to the operating environment of pig farms
• know the feeds, nutritional needs, feeding and care of pigs
• know the requirements for a pig production environment
• know the principles of porcine veterinary care and the most important diseases
• know the objectives, methods and means of pig breeding
• evaluate and improve the profitability of pig farming
Contents of the study unit:
• pig farming in Finland and pig farming operating environment
• environmental demands of pigs, piggery fixtures, machinery and equipment, piggeries as workplaces
• pig feeds, digestion, nutritional needs and feeding
• piglet production
• rearing pigs for meat; pigs as slaughter animals
• pig breeding
• veterinary care in a piggery
• production economics
Study unit description:
The study unit teaches issues related to the care and feeding of different pig breeds. It also looks at specific issues
in pig farming.
Previous studies:
Students of Degree Programme in Sustainable Development: Rural Economics and Sustainability theme or
equivalent knowledge.
Students of Degree Programme in Rural Economics: Basic Agricultural Production or equivalent knowledge.
00170 Horse Farming, 5 cr
The student is able to:
• know the different types of horse farming and the related business operations
• know the requirements for a horse production environment
• know the central issues affecting equine health
• know the principles of caring for and feeding different horse breeds
• know the issues related to developing equine material, breeding objectives and selection
• evaluate the financial results of horse farming
Contents of the study unit:
• horses in the Finnish countryside
• stables, their fixtures and equipment
• feed, nutritional needs and feeding
• horse breeding
• equine health
• profitability of horse farming
• business opportunities in horse farming
Study unit description:
The study unit looks at the care and feeding of different horse breeds, and at specific issues in pig farming.
Previous studies:
Students of Degree Programme in Sustainable Development: Rural Economics and Sustainability theme or
equivalent knowledge.
Students of Degree Programme in Rural Economics: Basic Agricultural Production or equivalent knowledge.
00171 Other Farm Animals, 5 cr
The student is able to:
• know the issues related to the production, products and significance of their chosen species in Finland
• know the demands placed by the species on the operating environment
• know the nutritional value, properties and use of feeds used for the species
• know the objectives and methods of breeding
• know the methods of preventive veterinary care
• assess the profitability of production
Contents of the study unit:
• main poultry types in Finland
• egg production and poultry meat production
• sheep farming
• (other species)
Study unit description:
Generally, students select three species for the study unit, but their weighting and distribution can be changed
according to personal preferences. The main areas are sheep farming and poultry farming, but other species can
also be chosen.
Previous studies:
Students of Degree Programme in Sustainable Development: Rural Economics and Sustainability theme or
equivalent knowledge.
Students of Degree Programme in Rural Economics: Basic Agricultural Production 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.
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.