Curriculum 2007 – SRV07SA (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Correctional Services (Laurea Tikkurila, sote), SRV07SA

CURRICULUMS AT LAUREA

Learning Concept at Laurea

Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The integration of these tasks has led Laurea to seek solutions that optimise our ability to respond to
challenges. The aim is to produce graduates and who are investigative developers of their work and of the
workplace. We also hope to produce research-based development initiatives for the competence required at work,
with visible effects in our operating environments.
As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.


As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.

Learning environment

Laurea’s learning environment facilitates competence development for learners, organizations, region and partners.
The learning environment is a physical and psychological space that expresses the current culture, nature, time,
community and practices of development work. Thus, it forms a comprehensive operating environment for
competence development. The aim of the learning environment is to facilitate the achievement of learning results
while supporting the generation of new know-how and interaction within the operating environment. The learning
environment is an implementation of Laurea’s target-oriented development.
The learning environment utilizes internal and external networks and is in constant interaction with the world of work.
New knowledge and skills are acquired in authentic problem-solving and development tasks, which make the
complexity of the real world an object for competence development. Regional influence increases through enriching
communities and the networks that they form. Students use projects to learn the basics of networking, social skills
and communication with experts in the field. The meeting points between the industry and the study units are
significant in terms of the growth of expertise and competence development. Students grow into developers by
carrying out development tasks and by interacting in competence networks.


Students make use of diverse information sources and tools in their studies. Interactive learning environments are
used to create a framework for structuring learning so that it offers situations, challenges and tools that help learners
to utilize their own thought resources. The learning process becomes a continuous problem-solving process, with a
focus on research, development and generating new competence. Conscious and systematic development work is
used to formulate ideas and practices that boost development, and to generate new know-how. The result is a
creation, a new operating method, a model or a product.

The creation of innovative processes is easier in structures that allow space for informal creativity, innovation and
the promotion of things that motivate different participants internally. This work is characterised by communality and
a socio-cultural environment for learning. It is important to create a spirit of development.
Development work takes place in projects that combine competences from various fields of study. Project teams
consist of students, trainees, lecturers and workplace experts whose competences interact at the practical level.
Students use projects to complete study units, job placements or theses. Lecturers do not organize and set targets
for the project teams’ activities in advance; instead, the team members take joint responsibility for this. Students
receive experience of the culture of expertise and of working as equal experts. They increase their self-management
and set their own targets. Thus projects facilitate an unlimited learning process, where no glass ceilings are set by
curricula, textbooks or instruction. Learning by Developing enables individuality in learning.
Practical applications of innovative learning environments include initiatives and projects carried out as innovative
environments in networks, as well as various operating spaces designed for learning and development, skill hubs
and development labs. Work consists of collaboration based on shared expertise, which is supported by methods of
sharing competence, such as tutoring, lecturing sessions, demonstrations, team meetings, feedback events and
seminars.


Students

In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between lecturers, experts from the labour market and students. The cooperation is based on responsible
commitment to the project. All participants are seen as learners, because the development projects aim to produce
change and generate new things. Partnership also means mutual respect and appreciation for diverse skills. The
progress of the development project depends on sharing competence and building new competence out of different
areas of expertise. Students participate as partners who increase their competence by learning how to use new
tools and by taking part in various research and development initiatives. Competence is founded on research-based
knowledge, understanding the professional context, handling the necessary tasks and managing various workplace
situations, to the extent that these skills are needed for each student’s degree. In the development projects,
students learn as individuals while also participating in shared learning and in producing new know-how.

Lecturers

The role of lecturers in development projects can be described as that of an expert, a participant and a pedagogical
leader, who facilitates the students’ growth and development into experts in their fields. Laurea’s lecturers are in
other words researchers and developers, influential players in regional development and teachers.

Published reports by those teachers that work as researchers demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. Some teacher act as developer and are
responsible for identifying and refining the processes of development projects. The third role of lecturers is in
workshops, which transmit and share cultural knowledge, and provide students with tools. Lecturership also involves
partnerships with the labour market. The industry experts participating in development projects contribute the
knowledge contained in workplace competence, while lecturers ensure that evidence-based data are available for
explaining this competence. They join forces to produce new know-how for developing and reforming the labour
market.

Competence evaluation

The evaluation of competence in Learning by Developing directs future choices and demonstrates how well targets
have been met. Competence is seen on the one hand as knowledge of information, skills and values, and on the
other hand as experiential competence, which includes individuals’ and their community’s know-how. Evaluation in a
development project looks at individuals’ and the project community’s learning, the progress and significance of
different processes, and the results achieved.
Evaluation is based on the objectives provided in the competence-based curriculum. These objectives define the
requirements that students have to meet to achieve their degrees. The generic competences describe the
competences shared by all Laurea students as meta-competence placed in a professional context. Themes, on the
other hand, define the substance of subject-specific competence, which is deepened by the generic competences.
The generic competences build a level of education needed at a higher education institution and at work;
meanwhile, the themes build competence needed for employment. The generic competences are defined on three
levels. Students choose the level they wish to achieve in each generic competence together with their tutors, and
these desired levels are used as a basis for the study plan. Progress in the generic competences is measured
qualitatively through portfolios. The study units are graded on a scale of 1 to 5. These grades are shown on the
students’ degree certificates.


LAUREA´S GENERIC COMPETENCES
Laurea´s generic competences

In addition to core competence in the field, five general areas have been defined at Laurea which are important for
professionals in all areas to master. These are called generic competences. The generic competences are
developed during the studies, and the level of competence is also evaluated. The curriculum’s generic competences
have been determined by analysing shared competences needed in different employment sectors in the future.
The shared generic competences for all degree programmes are:
· ethical competence
· globalisation competence
· innovative competence
· reflective competence
· network competence


Generic competences are closely linked to the contents of the study units.

The generic competences are structured through levels. Each competence has been categorized further, comprising
the personal competence level, organisational competence level and social reform level. The targeted generic
competence levels have been defined in the curriculum for each degree programme. All Laurea BA students must
reach at least the personal competence level in all generic competences. In the case of many generic competences,
the social reform level cannot be achieved until in connection with a Master’s degree.

Ethical competence

Morals refers to an individual’s conception of right and wrong, whereas ethics refers to moral choices to which the
individual is consciously committed. Ethics is a systematic attempt to understand moral conceptions. It consists of
ethical rules and principles, virtues and values. In the generic competence of ethical competence, morals and ethics
are fundamentally linked together, because students’ moral competence forms a basis for their ethical competence.
Ethical competence consists of four components: (1) ethical sensitivity; (2) ethical motivation; (3) moral-ethical
problem-solving; and (4) ethical implementation skills.

In order for student activities to be ethical, they must be sensitive to ethical problems contained in different
situations. Ethical sensitivity refers to the ability to recognise the special characteristics, needs, rights and
responsibilities of each party. It includes awareness of how one’s own actions affect other people’s well-being, and
involves envisaging and anticipating various action plans and their consequences for each party. Empathy and the
ability to put oneself in another’s position form the core of ethical sensitivity. Students also need knowledge of the
special characteristics of major customer groups and ethical problems in the sector. Ethical sensitivity is
characterised by professional interaction skills, which are a target for active development throughout each degree.

Ethical motivation refers to committing to moral-ethical values and taking responsibility for one’s own actions. The
students’ responsibility grows from the personal level to the communal and social levels. In order to develop their
ethical motivation, they must also know the value bases of their fields and participate in discussions on values.

Moral-ethical problem-solving refers to the ability to solve ethical problems through critical argumentation. It requires
consideration of various possible solutions, as well as knowledge and application of the ethical norms and
approaches of the field. Continuously developing competence includes the skill to solve problems in interpersonal
relationships, work communities, communities and the global environment, and the ability to justify these solutions.

Moral implementation skills refer to the ability to take target-oriented action to solve ethical problems (negotiation
and conflict-solving skills), as well as the courage to act in accordance with ethical values, even in complex
situations. In order for professional activities to be ethically sustainable, competence must be developed in all these
areas of ethical competence..

Levels of ethical competence

At the personal competence level, students are able to:
•    reflect on their own values and the consequences of their actions on other people’s well-being
•    work with a basis in the profession’s values, following ethical principles
•    apply the field’s ethical norms to problem-solving
•   examine situations from different parties’ perspectives
•   work in a tolerant and understanding way in multicultural networks
•   apply ethical principles to R&D projects


At the organisational development level, students are able to:
•    take into account the special characteristics, needs and rights of major customer groups in their work
•    build customer-oriented interactions and work dialogically
•    assume responsibility for the welfare of the community and the ethics of the work done
•    examine ethical issues from the point of view of the organisation and the community
•    develop fair methods of proceeding in their work


At the social reform level, students are able to:
•    critically reflect on their own attitudes and prejudices
•    actively participate in social debates on values
•    assume responsibility at social and global levels
•    make arguments in favour of fair social and global changes
•    solve conflicts and influence issues


Globalisation competence

Globalisation refers to series of events and processes that cause the world to merge into a single, all-encompassing
social system. In other words, globalisation refers to the processes by which things acquire worldwide scope.
‘Globalised’ refers to worldwide phenomena and the results of the globalisation process: a fully integrated world.
Sustainable development in relation to globalisation is a globalised political programme, whose aim is to increase
welfare with environmental responsibility, within the limits of environmental capacity.

Global interaction can be classified as financial, cultural, political or social interaction. The science of
globalisation also includes questions of ecology and biology. Sustainable development brings all these dimensions
together, with the aim of observing economic growth, cultural diversity, social welfare and ecology in politics and
practice.

Levels of globalisation competence:

At the personal competence level, students are able to:
•    make use of international sources of information in the field
•    take into account the effects and opportunities of multiculturalism and internationalisation on their fields
•    recognise the significance of their professional actions in relation to global interactions and sustainable
     development
•    evaluate their own value bases from the point of view of sustainable development and globalisation, and apply
     them to their work


At the organisational development level, students are able to:
•    take into account the effects of their own sector and its organisations on sustainable development, responsibility
     and international connections
•    promote the values of environmental and social responsibility in organisations in the sector, taking into account
     global interactions
•    apply responsibility for sustainable development to an organisation in the sector
•    work in international networks


At the social reform level, students are able to:
•    recognise the global nature of social issues and the characteristics of sustainable development
•    critically evaluate social values and practices from the point of view of sustainable development, taking into
     account global interactions
•   make arguments at social level, applying the principles of sustainable development and taking into account
    global effects


Innovative competence

All of the processes of our modern society are undergoing constant changes. Laurea has followed the examples of
the EU and Finland in choosing a positive attitude towards change as one of its strategic operating methods. The
aim is not just to cope with change but also to see it as an opportunity, which requires constant innovation in order
to be embraced. According to these strategies, future professionals must have abilities in innovation, so it is
essential to include innovative competence in Laurea’s generic competences.

Innovation refers to a novelty that is implemented to generate added value productively. There are three separate
elements to this definition: 1) novelty; 2) implementation; and 3) added value. In other words, an idea by itself is not
an innovation, nor does a wealth of ideas make a person an innovator.

The innovation process can be divided into three stages: continuous evaluation of the situation; generating
innovative ideas; and carrying out an implementation project. Innovation can take place on five levels: individual,
team, organisation, network and societal level.

At the personal innovation competence level, students learn to be innovative reformers at individual and
professional group levels. In addition, they should be able to participate in the implementation of change initiatives in
their immediate work environments.

At the organisational innovator level, students can start up innovation work in their own teams and use all the
innovation tools that exist in the organisation’s framework. In the increasingly network-oriented operating models of
the future, organisational innovators should also support active reforms as part of an informal network.

At the social innovator level, students can complete the tasks of the previous levels as well as continuously monitor
and analyse the operation of networks and the society. They can take larger frameworks into account in all change
processes and motivate people to work towards shared goals.

Levels of innovative competence:

At the personal competence level, students are able to:
•    analyse their own thought processes, knowledge and actions
•    plan, organise and develop their own work
•    set targets and turn them into appropriate, concrete actions
•    come up with new ideas, working creatively, expressing their thoughts and convincing others to participate in
     developing them
•    use various ideation methods
•    manage themselves, work during change and in diverse projects
•    conduct intermediate and final evaluations of a project


At the organisational development level, students are able to:
•    monitor and analyse an organisation’s work processes and results
•    use benchmarking in developing their work
•    use diverse teamwork methods
•    lead projects, processes and networks or participate in leading them in ways that inspire commitment in others
•    link innovation to an organisation’s strategic targets
•    take into account the nature and demands of innovation work


At the social reform level, students are able to:
•    gather ideas from a network, convince others of them and link them to the social framework
•    ensure that participants in innovation work are sufficiently committed (guidance, encouragement)
•    create and commercialise innovations
•    participate productively in innovation networks, and identify and investigate innovation mechanisms
Reflective competence




Reflection constitutes critical analysis of the principles, starting points and consequences of one’s actions.
Reflection can target the present moment or the past.

In the reflection of earlier experiences, an individual gives meaning to events. A new meaning makes development
possible. As cognitive skills and concepts develop, an individual is able to deal with broader entities, differentiate
phenomena and observe new ones more clearly.

In reflection of the present moment, simple, previously unconscious routine actions become conscious activity. In
critical reflection, an individual’s whole meaning-producing perspective changes as tacit knowledge becomes visible,
transforming learned matters into action. Critical reflection implies a relationship with communities, concepts and
theories.

Thus reflection is a thought process. Reflection is dialogue and problem-solving based on proven arguments. In
open dialogue between people, different perspectives provide new challenges. Learners participating in dialogue
can look at different perspectives in order to create shared meanings. Deep thought gives time and space for
solving encountered problems by examining and investigating them using research methods.

In order to extend their understanding of themselves in relation to other students, customers, work communities or
writers, students need skills in self-examination, critical peer evaluation and analysis of their own resources. Self-
management emphasises communality and shared participation. Critical awareness helps students to identify their
own learning opportunities and the factors that affect them. Shared reflection on their own activities allows students
to test their thoughts and share them with others. Reflection means professional growth and competence led by
human metacognitive abilities. In the process of becoming an expert, reflection forms part of an investigative and
developmental approach towards work.

Levels of reflective competence:

At the personal competence level, students are able to:
•    evaluate their own learning and competence and formulate a personal development plan
•    identify development challenges and understand problems
•    develop their competence independently and with others, and share what they have learnt in a work community
•    assume a role in a group/team
•    acquire and analyse information systematically


At the organisational development level, students are able to:
•    work dialogically, collaboratively and with self-evaluation
•    evaluate their self-management and professional competence as part of a community
•    evaluate their own work as part of a group, community or professional field
•    work during change, identifying and making use of various opportunities for learning and action
•    critically justify the principles of their work
•    apply the concepts of development challenges appropriately


At the social reform level, students are able to:
•    analyse their own actions in relation to social and historical backgrounds
•    evaluate and develop the functionality of regional operating methods and models
•    evaluate systematic information that has been structured, produced and written, and develop social activities on
     the basis of it


Network competence
The generic competence of network competence encompasses a broad range of competences, from individual
communication skills to organisation networking and strategic network leadership. Communication is essential to
communality and a functioning society. Only with communication can we create shared meanings. Networking and
the development of network processes are fuelled by interpersonal and interorganisational communication. In order
for social and economic structures to become networked, new kinds of skills and attitudes are needed in the
network’s participants. Dialogue and interaction are essential resources of a networked society. Laurea’s aim is to
promote and develop its students’ network competence in diverse ways, creating innovative network competence
models.

Network competence refers to time-based management of internal and external efficiency in order to significantly
increase the efficiency of common practices. Network competence can include networking and network leadership.
Network competence and strategic networks are often synonymous. Networking, on the other hand, is a
cooperation model for companies and organisations, and may involve operators from various fields. Network
leadership is the model used to manage a network.

Network competence is largely based on the communication skills of the people participating in the networks in
question. Without communication and interaction, there can be no functioning networks. Organisations must be able
to operate flexibly in a changing operating environment and also to influence the development of the environment. A
learning organisation has communication and interaction skills as a central tool for creating functioning networks and
developing network competence.

The generic competence examines network competence on three levels. The personal competence level (basic
level) focuses on developing communication skills and participation in networks. This is the basic level of network
competence, which must be mastered by all Laurea students. It is important for students to obtain good
communication skills in order to communicate effectively in various situations. Students must also be able to take on
active, target-oriented roles in networks.

The organisational developer level (intermediate level) centres on understanding the strategic significance of
network competence and partnerships, as well as on analysing and reflecting on his or her own actions from the
point of view of the company. Graduates must be able to identify strategic partnerships, promote the organisation’s
networking with their actions and create new network relationships. The most important thing is a proactive,
developmental approach towards network operations.

The social reformer level (advanced level) requires the ability to analyse the operation of entire strategic networks
in relation to their environment. This level is achieved by top experts in network competence. Graduates have the
ability to lead strategic networks (orchestration) and to anticipate complex social development trends (visioning).

Levels of network competence:

At the personal competence level, students are able to:
•    present things in writing, verbally and visually using various communication styles
•    act in situations requiring professional communication and interaction
•    identify various team work models and work in teams
•    participate collaboratively and actively in a network
•    take into account cultural differences and work with people with different cultural backgrounds


At the organisational development level, students are able to:
•    participate in and manage negotiations
•    participate in group communications
•    communicate on topics related to their specialist fields to a lay audience
•    develop the networked operations of a professional organisation
•    take initiatives in developing a network


At the social reform level, students are able to:
•    work as experts in communication situations
•    plan communications from a strategic point of view, and work with the media
•   initiate networked operations and lead a strategic network
•   adopt a developmental and predictive approach to work, and influence the work environment
•   monitor and analyse networks’ operating models


European higher education area

LAUREA´S COMPETENCE-BASED CURRICULUM FORMS PART OF THE EUROPEAN HIGHER EDUCATION
AREA

Finnish higher education institutions have reformed their curricula in accordance with the Bologna Process, i.e., the
creation of the European Higher Education Area. The EU’s strategic targets for education also apply to Finnish
education. Each country has its own education system; this diversity is still taken into account, but cooperation and
mobility are also needed to allow the citizens of different countries to benefit from the diversity, rather than turning it
into a restriction. The Bologna Process started in 1999 at a conference of ministers responsible for higher education.
After that, Ministerial Conferences have been arranged regularly, with the latest one in Leuven in 2009. Currently
the process involves 46 countries, some from outside the EU. The aim of the Bologna Process is to establish a
consistent, compatible and attractive Higher Education Area in Europe by 2010.

The objectives of the process are:
• adoption of easily readable degree structures
• adoption of comparable degree structures
• establishment of a system of credits
• promotion of European cooperation in quality assurance
• increasing mobility
• participation of higher education and students
• lifelong learning
• promotion of European dimensions in higher education
• cooperation between higher education and research


To promote the adoption of easily readable, comparable degrees, the process has created a system based on two
main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its degree structure
to align it with this European objective. In universities of applied sciences, the two-cycle degree is implemented in a
way that students obtain a Bachelor’s degree, after which they have the opportunity of obtaining a Master’s degree.
The requirement for Master’s degrees is an undergraduate degree plus three years’ work experience. The long-term
objective is that approximately 20 per cent of Bachelor’s-degree graduates will take a Master’s degree.

The establishment of a system of credits refers to the ECTS (European Credit Transfer and Accumulation System).
Most European countries are adopting this credit system based on the amount of work in each academic year. In
the ECTS, one year of study produces 60 credits. The ECTS was adopted more than ten years ago; initially it
applied primarily to student exchanges, but now all credit accumulation (previously transfer) measurements are
made according to the system. Finnish universities of applied sciences adopted ECTS credits in 2005.

The ECTS is a student-centric system, based on the student workload needed to achieve the targets set for each
degree. The students’ learning process is intended to be the focal point of curricula, which define learning outcomes
and competences. Curricula should move away from a focus on individual subjects and the starting points of
teaching towards a model that observes the holistic development of students and supports professional growth. This
model is referred to as the competence-based curriculum.

From the point of view of promoting mobility, curricula must be internationally understandable. The aim of
standardising the structures and learning targets of degrees is to improve the conditions for mobility within and
between higher education institutions during the studies, and also in the workplace, after graduation. In terms of the
recognition and comparability of degrees taken in different countries, it is important to link learning outcomes to
concrete competence requirements and definitions in the labour market. These are the objectives of the “Tuning
Educational Structures in Europe” project. It has defined a number of shared generic competences that are
independent of subjects and fields of study, as well as subject-specific (professional) competences for certain
degrees.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, while study units are larger entities. Competence is defined in terms
of the students’ learning outcomes. The generic competences defined at Laurea correspond with the national and
European learning outcomes considering the generic competencies and the objectives set for Bachelor-level
degrees in the “Joint Quality Initiative” -network. Comparisons have shown globalisation and innovative competence
in particular to be unique, so they are well suited to describing the competence produced at Laurea from the point of
view of an international university of applied sciences specialising in service innovations. Laurea’s innovative efforts
in relation to the competence-based core curriculum are a proactive response to the challenges of international
competitiveness in the Helsinki metropolitan area. Currently resources are being directed towards further enhancing
the quality of the curriculum’s implementations in generating new competence and innovations for Laura’s operating
environment.

Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html

Tuning Educational Structures in Europe
http://europa.eu.int/comm/education/policies/educ/tuning/tuning_en.html

Operating environment

The focal points of learning and development in the Degree Programme in Correctional Services are welfare and
security. The degree’s content is based on international and Finnish welfare and security research. A specific area
of expertise is crime, particularly recidivism, and influencing crime rates from the social, communal and individual
viewpoint. The degree programme makes use of and produces up-to-date research data.

The correctional service sector and its training are built on an idea of welfare that is broader than the traditional
concept of security. The prevention of recidivism is seen as part of the measures that can be taken to improve the
citizens’ life management skills and to prevent social marginalisation. The starting point for the degree programme is
the idea that correctional services are linked to material and social needs, the individuals’ life management skills and
the social systems and processes that are in place to fulfil these needs.

The Degree Programme in Correctional Services sets out to meet the objectives of the Principles of Correctional
Treatment, Probation and Aftercare. Professionals in the field look after the security of individuals, communities and
societies by promoting the just, legal and safe implementation of sanctions, by reducing recidivism, and by
interrupting the development of marginalisation that leads to crime. The aim is to support welfare, participation and
capabilities, and to promote crime-free lifestyles and socialisation. Professionals should also influence the rest of
society in order to make meeting these objectives possible.

Internationalisation and various changes in the economy and in social structures are and will increasingly be
reflected in people’s abilities to cope with everyday life. Bachelors of Social Services encounter these phenomena
as changes and development challenges in interest groups, service structures and work methods. The correctional
services operating environment is becoming globalised, multicultural and multiproblematic, emphasising the need
for increasingly personalised services and work methods that help to integrate people into society. Technological
advancements will open new doors for the use of tools. Multidisciplinary cooperation and networking will also
increase.

Expertise

The aim of the Degree Programme in Correctional Services is to train professionally competent people to fill
management and expertise positions in correctional services. Graduates of the Bachelor of Social Services degree
are qualified for positions and offices in correctional services (probation and aftercare, prison administration), which
require a higher education degree. This is the only national degree programme in correctional services. The
programme is characterised by the broadness of the studies, which allows graduates to take on tasks outside the
public sector correctional services – for instance in public, private and third sector organisations related to probation
and aftercare or prison administration.

The Degree Programme in Correctional Services is based on the following premises:

• studies are founded on research data related to recidivism and the common principles and value base of
correctional services
• the training must be complemented by experience gained from practical work
• the training must stress links with other professional groups that aim to reduce crime and recidivism
• the training must promote autonomy and expertise supported by specialist competence
• the training must guarantee horizontal mobility within correctional services and also between other sectors involved
in reducing recidivism

The fundamental content of the curriculum is related to criminal policy, complemented by the latest information on
crime, crime fighting and the prevention of recidivism. The aim is to produce broad expertise in correctional services,
including knowledge of social policy, criminology, social work and substance abuse work.

Competences

Expertise in correctional services includes competence in social, behavioural and legal sciences. Applying the
theories and results of these sciences in expert and leadership tasks is a requirement in the workplace. The aim of
the degree programme is that students will be able to:
- recognise and analyse the causes, consequences and social effects of crime
- apply methods and processes to reduce recidivism
- work in cooperation with others to reduce recidivism
- assess the ethical, value-related and cultural factors behind correctional services

The core competences of Bachelors of Social Services graduating from the Degree Programme in Correctional
Services are:
• ethical competence in correctional services
• competence in customer work
• competence in correctional service systems
• skills in social analysis
• reflective development and leadership competence
• community competence and influence on crime

Competence development process

Education in correctional services is founded on a conception of humanity that emphasises development
opportunities, activity and resources. Learning situations promote active information processing and focus on a
creative, experiential and interactive approach. The starting point for learning is in examining and reflecting on one’s
own forms of interaction and experience. Throughout their studies, students are encouraged to adopt an
investigative and developmental approach, and to increase their ethical awareness and responsibility.

The early stages of the programme focus on adopting the study methods required at a higher education institution,
and becoming familiar with the multidisciplinary framework of correctional services. This stage stresses the
importance of self-evaluation, defining one’s self-image and improving customer interaction skills. As the studies
progress, the students begin to focus increasingly on work, processes and methods in correctional services, and on
the professional methodology of the field. Towards the end of the programme, an investigative approach and skills
in developing work methods are stressed particularly.

Learning is connected to actual everyday situations, which creates interaction between theory and practice. Theory,
practical work, and research and development are all closely linked in the Degree Programme in Correctional
Services. The studies take into account each student’s individual experience, striving to understand and support
their different and differently progressing learning processes. International operations form an important part of the
degree programme.

Descripition of the Degree Programme

The scope of the Degree Programme in Correctional Services is 210 credits (cr) and includes compulsory themes,
optional advanced themes and elective studies. The optional advanced themes focus on two different areas of
expertise: security and rehabilitation.

Studying in the Degree Programme
At Laurea, learning is based on participation in development projects for actual employers. Project-based learning
springs from partnerships between lecturers, students and experts from the sector. During their studies, students
participate in various projects that help to develop their competence in encountering customers, correctional
systems, influencing criminality, rehabilitation, security and development work.

As learning environments, development projects allow cooperation between different players in various roles.
Development projects and workshops allow individual and social learning, the generation of new learning data, as
well as the production of innovations in the form of new products, operating models and work cultures. Students
acquire methods in R&D and project work, and learn how to operate in development projects throughout their
training. From the start, they learn to work in project groups and workshops. Students can also build their own study
paths to support their learning. Guidance and self-evaluation are used to support the personal, ethical and
professional growth needed for the field.

The degree includes 45 credits of practical studies. Job placements are central learning environments when
becoming familiar with the practices of the field. The aim is that students can participate in different work
communities professionally and responsibly, and develop their competence in multidisciplinary cooperation. The
students learn to evaluate their own work and put it in relation to the work community. They understand the
multiplicity of the ethical conflicts involved in the field and learn to make ethical decisions that respect the needs of
the customer. They also learn to adopt an investigative work approach.

Job placements make up study units within themes. There are three job placement periods (15 cr each) during the
degree:

Job Placement 1 / Customer Work Practice (15 cr) is included in the Encountering the customer.
Job Placement 2 / Professional Work Methods Practice (15 cr) is included in the Influencing Criminality theme
Job Placement 3 / Professional and Service Innovation Development Practice (15 cr) is in the Managing and
Developing Work in Correctional Services theme.

Students become familiar with the main operating environments in correctional services, which are prisons and
probation and aftercare facilities. The objective of job placements is to allow students to see and understand the
work in correctional services as a whole, and to learn the main principles and work methods of the workplace.
Students learn about the enforcement, planning and practical implementation of imprisonment and social sanctions
while participating as responsible actors. They recognise their own professional development and can evaluate their
work and the methods used. They learn to adopt an investigative approach and to identify ethical issues related to
the operating environment.

Job placements can also be carried out in other types of communities related to correctional or social services.
International placements are generally carried out through exchange programmes.

Students can select advanced studies in rehabilitation or security, completing ten credits in either of these areas.

Elective studies (15 cr) can be taken in study units in the degree programme related to either rehabilitation or
security or, alternatively, in whole themes or individual study units chosen from other degree programmes.
Particularly relevant are the degree programmes in Social Services and Security Management, as well as the
Developing Service Innovations study unit. Elective studies either deepen or broaden the students’ competence.

During the thesis process, students grow professionally towards expertise, adopting an investigative and
developmental approach in their work. Students learn to find information systematically and evaluate it critically.
Content-wise, theses are related to the optional themes, and they are in line with Laurea’s research and
development directions.

The duration of the degree is 3.5 years. Studies progress in accordance with each student’s personal study plan.
                                                            1. year       2. year       3. year    4. year
OP      STUDIES                                                   60            60            60         30
087     PRINCIPLES OF CORRECTIONAL SERVICES
00554   Principles of Correctional Services                           5
012     ENCOUNTERING THE CUSTOMER
00022   Interaction in Customer Work                              10
00024   Methodical Customer Work                                  10
00260   Swedish for Correctional Services                                           5
088     SYSTEMS COMPETENCE IN CORRECTIONAL
        SERVICES
00555   Administration and Legislation in Correctional                5
        Services
089     INFLUENCING CRIMINALITY
00556   Crime as a Phenomenon                                         5
090     REHABILITATION COMPETENCE
00267   Rehabilitating Approach in Customer Work                                10
00034   Rehabilitating Social Work                                              10
091     SECURITY COMPETENCE
00270   Security Work in Correctional Services                                  10
00389   Developing Security Management Systems                                  10
092     MANAGING AND DEVELOPING WORK IN
        CORRECTIONAL SERVICES
00039   Research and Development Methods                          10
00007   Responsible Leadership in a Work Community                              10
00272   English for correctional services                             5
00043   Thesis                                                                                15
125     ELECTIVE STUDIES
00202   Initial Test in English Skills                                0
00203   Initial Test in Swedish Skills                                0
00453   Initial Test in Finnish language                              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
                                                                  60            60            60         30
087 PRINCIPLES OF CORRECTIONAL SERVICES, 0 cr

Description:
Opiskelija tunnistaa rikosseuraamusalan toimintaa ohjaavia arvoja ja eettisiä periaatteita sekä hahmottaa
rikosseuraamusalan osana yhteiskunnallista järjestelmää. Opiskelija perehtyy ammattikorkeakouluopintoihin osana
omaa ammatillista toimintaansa.


00554 Principles of Correctional Services, 5 cr

The student is able to:
• formulate a personal study plan and use it in planning their studies
• outline the principles and operating environments of correctional services
• reflect on their own values in relation to the values of correctional services
• (begin to) identify the ethical problems related to correctional services
• understand the significance of an investigative and developmental approach in learning, and know the importance
and tools of evaluation
• use the most important IT applications
• communicate in Finnish, verbally and in writing
• produce written reports
• acquire information from various databases

Contents of the study unit:
• own learning, investigative learning, project-based learning
• professional development
• learning by developing
• skills required for work in correctional services
• organisation, operating principles and social contexts of correctional services
• ethical and moral concepts
• values and ethical principles of correctional services
• IT competence
• communications
• acquiring information


012 ENCOUNTERING THE CUSTOMER, 0 cr

Description:
Students know how to encounter and provide guidance to various customers and customer groups, always
respecting customers and following the ethical principles of social services.

The student will be able to:
• recognise different circumstances and resources in customers and create relationships based on professional
interaction
• evaluate and apply various theoretical approaches and methods to customer interaction situations
• support and guide various kinds of customers and customer groups (and families) at different stages of growth and
development, and in different circumstances.

Content:
The theme contains core competences needed by all students of the degree. The theme emphasises customer
interaction and the methodologies of customer work.

Learning process:
In terms of professional growth, the theme is situated towards the beginning of the process, where the students’
professional development is apparent as the growth of ethical awareness, a consideration of values and an increase
in professional interaction and customer work skills with regard to individuals and groups.


00022 Interaction in Customer Work, 10 cr
The student is able to:
• consider the values that underlie their own thoughts and actions
• specify the emotions caused by various customer situations and the underlying personal beliefs
• recognise the special characteristics of customer relationships in social services
• create customer-oriented and empathetic interaction when working with individuals and groups
• participate in a group and recognise the legal aspects of group interaction and development

Contents of the study unit:
• customer-oriented interaction and encountering a customer
• processes and dynamics of customer work
• group processes
• creativity and functionality in customer work


00024 Methodical Customer Work, 10 cr

The student is able to:
hyödyntää erilaisia sosiaalialan teoreettisia lähestymistapoja ja
metodisuutta toimiessaan asiakastilanteissa yksilöiden ja ryhmien kanssa
• valita, käyttää ja arvioida asiakastyön menetelmiä suunnitelmallisesti ja tavoitteellisesti
• tukea ja ohjata erilaisia asiakkaita ja asiakasryhmiä kasvun ja kehityksen eri vaiheissa ja elämäntilanteissa

Contents of the study unit:
asiakastyön tutkimukselliset ja tiedolliset lähtökohdat
• sosiaalialan asiakastyön teoreettiset lähestymistavat ja metodit
• sosiaalityön metodisuuden luonne ja sosiaalityön menetelmälliset perinteet
• luovat ja toiminnalliset menetelmät
• yksilön, ryhmän ja yhteisön ohjauksen perusteet


00260 Swedish for Correctional Services, 5 cr

The student is able to:
• communicate in Swedish in his/her work community
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of his /her field of expertise using various channels
• apply information gathered from sources in a foreign language

Contents of the study unit:
• oral and written professional communication
• main physiotherapy terminology
• job searching, introducing oneself, one´s educational background and work experience

Study unit description:
Students attein at least skill level B1.2, as defined in the Commmon European Framework.In addition, students
receive grades of good or satisfactory in oral and written language skills in accordance with the languge skill
requirements of civil servants.


088 SYSTEMS COMPETENCE IN CORRECTIONAL SERVICES, 0 cr

Description:
Opiskelija hallitsee suomalaisen ja ulkomaisten rangaistusjärjestelmien lainsäädännöllisen ja hallinnollisen
kehityksen ja siihen eri aikoina vaikuttaneet keskeisimmät yhteiskunnalliset taustatekijät. Tutustumalla
rikosseuraamusalan eri toimintaympäristöihin opiskelija kykenee jäsentämään rangaistuksen
täytäntöönpanojärjestelmän asemaa, tehtäviä ja merkitystä yhteiskunnassa. Opiskelija hallitsee rikosseuraamusalan
työtä ohjaavat normit ja periaatteet sekä hallintomenettelyä koskevat keskeiset säännökset ja osaa soveltaa niitä
omassa toiminnassaan.
The student will be able to:
• rikosseuraamustyön keskeiset toimintaperiaatteet ja työmuodot
• tulkita ja soveltaa rikosseuraamusalan työtä ohjaavaa lainsäädäntöä
• lukea ja jäsentää rangaistusjärjestelmää koskevaa tutkimuskirjallisuutta
• tunnistaa yhteiskunnallisen rankaisemisen eri muotoja ja pohtia niiden vaikutuksia yksilöllisellä ja
yhteiskunnallisella tasolla


00555 Administration and Legislation in Correctional Services, 5 cr

The student is able to:
• interpret and apply legislation related to correctional services in their own work
• identify and master the main principles of public administration
• consider what being a civil servant means in correctional services

Contents of the study unit:
• principles of public administration
• civil service and related ethical principles
• administration and legislation in correctional services
• jurisdiction-related regulations
• performance-based management in administration


089 INFLUENCING CRIMINALITY, 0 cr

Description:
Opiskelija tunnistaa rikosseuraamusalan toimintaa ohjaavia arvoja ja eettisiä periaatteita sekä hahmottaa
rikosseuraamusalan osana yhteiskunnallista järjestelmää. Opiskelija perehtyy ammattikorkeakouluopintoihin osana
omaa ammatillista toimintaansa.


00556 Crime as a Phenomenon, 5 cr

The student is able to:
• know the basic concepts of criminology
• understand the explanatory theories behind criminality and their underlying concepts of humanity
• recognise and analyse structures and processes that cause and maintain crime and marginalisation, and learn
how to change them
• use methods of evaluating the risk of recidivism, and critically evaluate these methods

Contents of the study unit:
• concepts related to criminality
• classic and new explanatory theories on criminality
• quantitative and qualitative development of crime in Finland
• crime statistics and measuring criminality
• international comparisons
• recidivism and repeat offenders
• individual and social effects of penalties


090 REHABILITATION COMPETENCE, 0 cr

Description:
Opiskelija hallitsee kuntouttavaa työtä ohjaavia ajatusmalleja ja syventää ja kehittää kuntouttavan työotteen tieto- ja
taitoperustaansa sekä kykenee osallistumaan kuntouttavan työotteen työmuotojen kehittämiseen. Opiskelija osaa
arvioida asiakkaan päihderiippuvuutta ja hallitsee päihdetyön keskeisiä työmenetelmiä. Teeman valinnaisessa
opintojaksossa opiskelija syventää sosiaalisen kuntoutuksen asiantuntijuutta ja osallistavien menetelmien hallintaa.

The student will be able to:
• kuntouttavan työotteen eri työmuotoja sekä niiden tausta-ajattelut
• soveltaa erilaisia toimintatapoja ja - malleja, joilla uusintarikollisuuteen ja syrjäytymisen ehkäisemiseen voidaan
vaikuttaa
• käyttää päihdetyön menetelmiä ja työmuotoja
• reflektoida omaa osuuttaan kuntoutumisprosessin eri vaiheissa
• yhdistää tutkivan ja kehittävän työotteen kuntoutumisprosessin eri vaiheisiin


00267 Rehabilitating Approach in Customer Work, 10 cr

The student is able to:
• tutkia ja tunnistaa ihmisten yksilöllisen selviytymisen esteitä ja mahdollisuuksia
• motivoida ja ohjata rikoksentekijän kuntoutumisprosessia
• analysoida ja jäsentää rikosseuraamustyön erityisasiantuntijuutta kuntouttavan työn näkökulmasta
• kartoittaa ja arvioida asiakkaan päihderiippuvuutta ja kuntoutuksen tarvetta
• käyttää päihdetyön menetelmiä

Contents of the study unit:
• kuntouttavan työotteen ammatillinen perusta
• kuntouttavan työotteen käsitteistäminen
• riski- ja tarvearviot sekä rangaistusajan suunnittelu
• päihteet ja päihdekuntoutus
• rikosseuraamusalan työmenetelmät


00034 Rehabilitating Social Work, 10 cr

The student is able to:
• know the basic concepts of rehabilitation and rehabilitating social work, and the main regulations, programmes and
quality criteria related to rehabilitation
• plan and implement activating work methods
• motivate and support customers in their rehabilitation
• plan rehabilitating processes
• support customers in spontaneous coping
• participate in networks to promote rehabilitation

Contents of the study unit:
• adult social work, activating social policies
• social rehabilitation and activation
• planned rehabilitation processes
• social rehabilitation methods
• multidisciplinary and rehabilitating networking
• principles of crisis intervention
• legislation related to rehabilitation, service systems and national/international reports and action plans


091 SECURITY COMPETENCE, 0 cr

Description:
Opiskelija osaa jäsentää ja analysoida organisaatioiden toimintaan kohdistuvia uhkia ja riskejä sekä hallita
turvallisuustoimenpiteitä. Opiskelija osaa laatia sijoittamissuunnitelmia ja toimipaikkakohtaisia
turvallisuussuunnitelmia sekä kykenee turvallisuusosaamiseen liittyvien menetelmien kehittämiseen.

The student will be able to:
• analysoida erilaisia turvallisuuteen vaikuttavia riskejä
• tunnistaa ja jäsentää yksilöiden ja organisaation henkilöstön turvallisuutta koskevia erityisriskejä ja toimia niiden
aiheuttamien riskien vähentämiseksi
• määritellä organisaation turvallisuustarpeita
• ylläpitää ja kehittää organisaation henkilöstön ja asiakkaiden turvallisuutta riskien tunnistamisen ja arvioinnin
pohjalta
00270 Security Work in Correctional Services, 10 cr

The student is able to:
• analysoida asiakastyön henkilöturvallisuuteen liittyviä riskejä erityisesti rikosseuraamusalalla
• käyttää asiakastyön henkilöturvallisuuden kartoittamiseen liittyviä tutkimusmenetelmiä tehdessään arvioita
työturvallisuuteen liittyvistä riskeistä
• soveltaa asiakkaiden henkilörekisteritietoja riskiarvioiden tekemisessä ja soveltaa niitä koskevaa lainsäädäntöä
viranomaisten välisessä yhteistyössä

Contents of the study unit:
• rikosseuraamusalan ulkoinen toimintaympäristö: rikollisuus ja uusintarikollisuus Suomessa ja sen lähialueilla
• sisäisessä toimintaympäristössä tapahtuvat muutokset ja niiden vaikutus henkilöturvallisuuteen: rangaistuksiin
tuomittujen syyllistyminen väkivaltaan ja uhkailuun
• riski- ja tarvearviot sekä rangaistusajan suunnittelu turvallisuustyön välineenä
• rikosseuraamusalan asiakastyöhön liittyvät henkilöturvallisuusriskit
• viranomaisten välinen tietojen vaihto ja salassapitosäännökset
• rikosseuraamusalan toimintaympäristöt tulevaisuudessa


00389 Developing Security Management Systems, 10 cr

The student is able to:
• tunnistaa riskejä ja arvioida niiden seurausten merkitystä toimintaympäristön näkökulmasta
• käyttää riskienhallinnan työkaluja ja kehittää niiden avulla tarkasteltavaa kohdetta
• hyödyntää riskienhallintaosaamista ja teknisiä järjestelmiä turvallisuuden kehittämisessä
• hankkia turvallisuuspalveluja
• tehdä turvallisuusinvestointien kannattavuustarkasteluja
• kehittää organisaation turvallisuuskulttuuria
• huomioida toiminnassaan vallitsevan lainsäädännön sekä eettisen normiston
• hallita ja kehittää yhteisön turvallisuutta turvallisuuspolitiikan mukaisesti
• johtaa turvallisuustoimia

Contents of the study unit:
• riskienarvioinnin ja –hallinnan merkitys turvallisuuden kehittämisessä
• riskienarvioinnin menetelmätyökalut ja niiden käyttökelpoisuus
• riskienhallintaprosessi
• turvallisuustarpeiden määrittäminen
• tekniset turvallisuusjärjestelmät
• hankintaprosessi
• turvallisuusinvestointien valmistelu ja esittely
• turvallisuuspolitiikka ja turvallisuuskulttuuri
• turvallisuuden tutkimuksen ja kehittämisen menetelmiä

Study unit description:
Opintojaksossa osaaminen on turvallisuusasioiden hallintaa osana organisaation kehittämistointa. Turvallisuus
nähdään osana laajempaa riskienhallintaprosessia.

Previous studies:
Opintojakso Rikosseuraamusalan turvallisuus (00270) tai vastaavat tiedot.


092 MANAGING AND DEVELOPING WORK IN CORRECTIONAL SERVICES, 0 cr

Description:
• käyttää ja soveltaa tutkimus- ja kehittämistyön menetelmiä
• kehittää tutkimuksellisesti työelämää tuottaen uusia ratkaisuja tuotteina, toimintamalleina tai työkulttuurina.
• toimia vastuullisena työyhteisöjen ja verkostojen jäsenenä, johtajana ja kehittäjänä
• toimia tavoitteellisesti ryhmän jäsenenä
The student will be able to:
Teema sijoittuu opintojen loppuvaiheeseen. Teemassa korostuu kehittämis- ja johtamisvalmiuksien kehittyminen ja
ammattiosaamisen syventyminen. Teema kytkeytyy opiskelijan valitsemaan syventävään teemaan ja toimipisteen
tutkimus- ja kehittämistyön linjoihin.

Content:
Teemassa korostuu tutkimus- ja kehittämistoiminnan oppiminen sekä työyhteisössä toimiminen. Johtaminen ja
ryhmässä toimiminen ovat keskeinen osa teemaa.

Teemaan sisältyvä opinnäytetyö on osa ammattikorkeakoulun tutkimus- ja kehitystyötä. Se syventää opiskelijan
ammatillista kehittymistä ja palvelee työelämää ja aluekehitystä. Opinnäytetyö kehittää työtä ja työelämän
käytänteitä ja voi tuottaa merkityksellisiä innovaatioita. Siinä painottuu vuorovaikutus työelämän kanssa sekä tutkiva
ja kehittävä työote. Opinnäytetöiden raporteissa korostuu tavoitteellisen toiminnan ja sen tulosten kuvaaminen sekä
teoreettinen että tutkimuksellinen analysointi. Opinnäytetyöt sisältävät työelämää kuvailevaa ja selittävää uutta
tietoa. Opintojakso sisältää kypsyysnäytteen. Kypsyysnäytteessä opiskelija osoittaa aihealueen hallintaa sekä hyvää
kirjallista ilmaisutaitoa.


00039 Research and Development Methods, 10 cr

The student is able to:
• tunnistaa tutkimus- ja kehittämistyön eettisen näkökulman
• muodostaa käsityksen tutkimus- ja kehittämisprosessista ja valita tarkoituksenmukaiset menetelmät sekä käyttää
niitä kriittisesti
• kvalitatiivisen ja kvantitatiivisen tutkimusmenetelmien perusteet
• tutkivan ja argumentoivan kirjoittamisen perusteet

Contents of the study unit:
• tieteen filosofia ja etiikka
• tutkiva työote, tutkimus- ja kehittämisprosessi
• kvalitatiivinen ja kvantitatiivinen tutkimus


00007 Responsible Leadership in a Work Community, 10 cr

The student is able to:
* act responsibly and in a target-oriented way in situations requiring management in an organisation
* analyse and develop their own actions as responsible work community and team members
* apply labour legislation in practical situations

Contents of the study unit:
* Strategic management and leadership
* Self-management
* Organisational culture and values
* Human resource management/occupational welfare
* Labour law and contract matters

Study unit description:
The competence gained in this study unit relates to the mastery and responsible use of the main management tools
in workplace situations. Competence is based on knowledge of the operating structures, targets and profitability of
an organisation. The perspective is ethical responsibility in management.


00272 English for correctional services, 5 cr

The student is able to:
• viestiä englannin kielellä työyhteisössään ja monikulttuurisessa ympäristössä
• toimia asiantuntijayhteisössä käyttäen tehokkaasti viestinnän keinoja
• viestiä oman asiantuntijuusalueensa teemoista käyttäen erilaisia viestintäkanavia
• soveltaa vieraskielisistä lähteistä etsimäänsä tietoa
Contents of the study unit:
• suullinen ja kirjallinen ammatillinen viestintä
• sosiaalityön keskeinen terminologia/rikosseuraamusalan keskeinen terminologia koulutusohjelman mukaisesti
• työnhaku, opiskelijan itsensä, koulutuksen ja työkokemuksen esittely

Study unit description:
Opintojaksossa osaaminen on vaikuttajan osaamista viestinnällisin keinoin. Osaamisen kehittämisen viitekehys on
suomenkielisten työorganisaatioiden lisäksi englantia työkielenään käyttävät organisaatiot. Opintojaksossa opiskelija
saavuttaa vähintään eurooppalaisen viitekehyksen mukaisen taitotason B.2.


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.


00453 Initial Test in Finnish language, 0 cr


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.