Curriculum 2008 – HBG08SN (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Business Management, in English (Laurea Otaniemi, liko), HBG08SN

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




Competence development process

Professional growth is based on recognising and reflecting on students’ own performance, and on students’
willingness to develop into an investigative and development-oriented professional in the field.

During the programme, students develop competences in recognising areas of development in the workplace,
turning them into development projects and carrying out these projects. They learn to adopt these skills in the
context of Learning by Developing.

Attention is paid in the curriculum to the systematic progress of students from the basic level to the advanced level.
Professional growth starts with familiarisation with networked business operations, business operating environments
and clusters, business operations and processes, rules and regulations. Professional growth and the talent to
produce new knowledge are supplemented by the information management, communication and interaction skills
required in a multicultural business environment. From studying the basics of business operations, students move
on to setting up business operations and to questions relating to the commercialisation of new products and service
innovations.

Professional knowledge- and skill-based competences are strengthened by ethical, globalisation, innovation and
network competences. Students systematically reflect on the development of acquired competences within the
professional growth process.

Having successfully completed the compulsory themes, students deepen their competences in accordance with
their personal study plans. Optional studies and the thesis give further depth to the personal study plan and help
students to obtain roles as innovators in their selected fields. Business Management graduates understand the
opportunities for continuous updating of their competences and see the Bachelor of Business Administration studies
as part of a lifelong learning process.

Description of the Degree Programme

The programme is based on Compulsory Studies, focusing on skills relating to business operations (150 ECTS
credits). This includes the themes Company and Business Operating Environments, Innovative Business Models
and Strategies and Practices in a Network Economy, which are combined with job placements and the thesis.

Optional themes (30 ECTS credits) give further depth to business skills. Students can select from two optional
themes: Managing a Business in the Global Marketplace and Global Approach to Service Marketing.

The degree contains 30 ECTS credits in elective studies, which can be selected within the programme,other fields of
study, common studies at Laurea or from other higher education institutions.
                                                            1. year    2. year    3. year    4. year
OP      STUDIES                                                   60         60         60         30
262     IDENTIFYING BUSINESS OPPORTUNITIES
        AND GENERATING IDEAS
BVE1    Identifying business opportunities and generating
        ideas, the doer level
BVE2    Identifying business opportunities and generating
        ideas, the doer level, the applier level
BVE3    Identifying business opportunities and generating
        ideas, the developer level
263     CREATING AND IMPLEMENTING BUSINESS
        PLANS
BVE4    Creating and implementing business plans, the
        doer level
BVE5    Creating and implementing business plans, the
        applier level
BVE6    Creating and implementing business plans,the
        developer level
264     SALES AND CUSTOMER RELATIONSHIPS
BVE7    Sales and customer relationships, the doer level
BVE8    Sales and customer relationships, the applier
        level
BVE9    Sales and customer relationships, the developer
        level
265     FINANCE
BVE10   Finance, the doer level
BVE11   Finance, the applier level
BVE12   Finance, the developer level
266     MANAGEMENT AND LEADERSHIP
BVE13   Management and leadership, the doer level
BVE14   Management and leadership, the applier level
BVE15   Management and leadership, the developer level
267     COMMUNICATIONS
BVE16   Communications, the doer level
BVE17   Communications, the applier level
BVE18   Communications, the developer level
00831   Swedish
00634   Oral skills in Swedish
00635   Written skills in Swedish
00832   English
00305   Basic Finnish
268     KNOWLEDGE OF THE OPERATING
        ENVIRONMENT
BVE19   Knowledge of the operating environment, the
        doer level
BVE20   Knowledge of the operating environment, the
        applier level
BVE21   Knowledge of the operating environment, the
        developer level
154     ELECTIVE STUDIES
00569   Initial test in English
00521   Initial Test in Finnish                   0
00506   Initial Test in Swedish
00570   Preperatory Studies in Swedish
00436   Preparatory Studies in English
00523   Preperatory Studies in Finnish
269     JOB PLACEMENT
00829   Job Placement 1, Degree Programme in
        Business Management, Business Ventures
00830   Job Placement 2, Degree Programme in
        Business Management, Business Ventures
00310   Intermediate Finnish
00352   Advanced Finnish
107     THESIS
00488   Maturity test (in English)
00489   Maturity test (in Finnish)
00490   Maturity test (in Swedish)
00344   Thesis
                                                 60   60   60   30
262 IDENTIFYING BUSINESS OPPORTUNITIES AND GENERATING IDEAS, 0 cr


BVE1 Identifying business opportunities and generating ideas, the doer level, 10 cr

The student is able to:
• utilise diverse methods and sources for generating and developing ideas
• acquire and process data in a research-oriented fashion and critically evaluate information
• identify customer needs and come up with suitable business ideas for fulfilling them
• use basic business analyses
• identify and analyse competitors


BVE2 Identifying business opportunities and generating ideas, the doer level, the applier level, 20 cr

The student is able to:
• plan and carry our market surveys and analyse their outcomes with scientific accuracy
• plan and implement ideation processes involving several people


BVE3 Identifying business opportunities and generating ideas, the developer level, 0 cr

The student is able to:
• plan and carry out an organisation’s innovation process
• analyse and refine an organisation’s innovation process


263 CREATING AND IMPLEMENTING BUSINESS PLANS, 0 cr


BVE4 Creating and implementing business plans, the doer level, 10 cr

The student is able to:
• turn product/service ideas into business ideas
• create suitable business models and earnings principles for the business ideas
• identify and describe partnerships and networks
• identify advantageous product/service solutions
• price products/services
• describe a company’s business processes
• assess risks related to the business operations and make a risk management plan
• come up with a sales and distribution channel solution
• plan a logistical process
• create and present a business plan, including funding and profitability calculations
• comply with legislation that applies to the business plan


BVE5 Creating and implementing business plans, the applier level, 20 cr

The student is able to:
• carry out business operations in practice
• build partnerships and networks
• implement their sales and distribution channel solutions
• implement their logistics solutions
• plan and implement a procurement process
• plan and implement business communications and brand-building
• acquire funding


BVE6 Creating and implementing business plans,the developer level, 0 cr
The student is able to:
• turn product/service ideas into business ideas
• create suitable business models and earnings principles for the business ideas
• identify and describe partnerships and networks
• identify advantageous product/service solutions
• price products/services
• describe a company’s business processes
• assess risks related to the business operations and make a risk management plan
• come up with a sales and distribution channel solution
• plan a logistical process
• create and present a business plan, including funding and profitability calculations
• comply with legislation that applies to the business plan


264 SALES AND CUSTOMER RELATIONSHIPS, 0 cr


BVE7 Sales and customer relationships, the doer level, 10 cr

The student is able to:
At the doer level, students are able to plan and implement CRM and sales operations that are conducive to
customer satisfaction and loyalty.

At the sales and CRM doer level, students are able to:

• sell
• analyse customers and manage and modify customer data related to consumers and business clients
• create and develop a company’s customer relationships and target-oriented sales
• understand customer-oriented operations as a whole
• profitably manage sales and customer service situations
• manage interaction and know the principles of effective presentation and business practices
• take into account ethics related to sales work and sales- and customer-related legislation
• measure and monitor customer satisfaction and take corrective action
• analyse and develop their sales abilities and skills


BVE8 Sales and customer relationships, the applier level, 20 cr

The student is able to:
At the applier level, can manage profitable customer relations and sales activities.

At the sales and CRM applier level, students are able to

• conduct external and internal starting point analyses for developing customer relationship strategies
• set targets for customer work and formulate a customer strategy suited to different target groups
• plan and implement a sales and distribution channel strategy
• plan and manage an organisation’s sales processes for diverse customers
• make a sales budget and internalise the principles of profitable sales
• utilise customer data systems in customer relationship management and development
• use various analytical tools in managing profitable and loyal customer relationships
• plan a company’s internal operations so that they support a profitable CRM system


BVE9 Sales and customer relationships, the developer level, 0 cr

The student is able to:
At the developer level, students can develop and manage profitable CRM and sales operations, even internationally.

At the sales and CRM developer level, students are able to:
• assess the significance of strategic partnerships and diverse networks in developing customer-oriented activities
• create and develop network partnerships and strategic partnerships
• manage and develop international sales and channel solutions
• manage and develop diverse organisations’ overall CRM operations in different business functions
• predict, evaluate and utilise changes in customer and market values
• utilise the opportunities brought by new technology in CRM and organisational management
• manage an organisation’s change processes from the perspective of profitable customer relationship management


265 FINANCE, 0 cr


BVE10 Finance, the doer level, 10 cr

The student is able to:
• calculate the main key figures in financial statements
• make investment calculations
• know the principles of cost accounting and different pricing models
• create funding, profitability and cash budges for a start-up


BVE11 Finance, the applier level, 20 cr

The student is able to:
• make diverse business budgeting and investment calculations
• carry out a company’s bookkeeping
• utilise the main principles of financial and taxation planning
• apply the main legislation related to financial administration (companies acts, accounting and tax legislation)
• utilise key figures from financial statements in decision-making


BVE12 Finance, the developer level, 0 cr

The student is able to:
• calculate and utilise diverse financial key figures
• use accounting information as an aid to decision-making
• make financial and taxation plans for companies
• use the main financial instruments


266 MANAGEMENT AND LEADERSHIP, 30 cr


BVE13 Management and leadership, the doer level, 10 cr

The student is able to:
• plan and manage projects
• appoint project staff
• lead by example
• create a motivating work environment
• apply work legislation and collective labour agreements
• reflectively manage and develop their own work


BVE14 Management and leadership, the applier level, 20 cr

The student is able to:
• lead employees in line management duties
• apply work legislation and collective labour agreements
• recruit, develop and reward staff
• be responsible for occupational safety
• motivate staff using personal incentive methods
• improve work outcomes by adapting their management styles to each situation
• analyse and measure an organisation’s activities
• improve the workplace atmosphere
• reflectively develop a whole organisation’s activities


BVE15 Management and leadership, the developer level, 0 cr

The student is able to:
• manage people in a networked work environment, regardless of their official job description
• develop their organisation’s work methods and processes
• develop the organisation’s and their own self-management methods and tools
• develop an organisation, working reflectively and dialogically with stakeholders


267 COMMUNICATIONS, 0 cr


BVE16 Communications, the doer level, 10 cr

The student is able to:
• use diverse up-to-date communication channels and tools
• participate in diverse verbal business communication situations (reporting, negotiations, meetings, speeches,
conversations, presentations...)
• create diverse business documents, memos, reports, presentation materials and other written texts
• observe the requirements and customs of different cultural factors affecting their work


BVE17 Communications, the applier level, 20 cr

The student is able to:
• situationally assess how and what to communicate to different stakeholder groups
• plan and implement internal and external communications
• communicate in a multicultural environment
• carry out communication and training events


BVE18 Communications, the developer level, 0 cr

The student is able to:
• carry out the communications for a change project
• identify workplace communication events where changes are needed
• evaluate and develop an organisation’s communication processes
• plan and implement an organisation’s communication strategy


00831 Swedish, 5 cr

The student is able to:
• use diverse up-to-date communication channels and tools in Swedish
• participate in diverse verbal business communication situations (reporting, negotiations, meetings, speeches,
conversations, presentations...) in Swedish
• create diverse business documents, memos, reports, presentation materials and other texts in Swedish
• observe the requirements and customs of different cultural factors affecting their work

Contents of the study unit:
Students must demonstrate, in practical projects, that they meet the doer level competence requirements for
communication in Swedish.

Study unit description:
Language studies are completed in the same way as other studies, i.e. as a part of projects that have been planned
and agreed in advance.

Previous studies:
Upper secondary school-level competence.


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.


00832 English, 5 cr

The student is able to:
• use diverse up-to-date communication channels and tools in English
• participate in diverse verbal business communication situations (reporting, negotiations, meetings,
speecconversations, presentations...) in English
• create diverse business documents, memos, reports, presentation materials and other texts in English
• observe the requirements and customs of different cultural factors affecting their work

Contents of the study unit:
Students must demonstrate, in practical projects, that they meet the doer level competence requirements for
communication in both Swedish and English.

Study unit description:
Language studies are completed in the same way as other studies, i.e. as a part of projects that have been planned
and agreed in advance.

Previous studies:
Upper secondary school-level competence.


00305 Basic Finnish, 5 cr

The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations

Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation

Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.
268 KNOWLEDGE OF THE OPERATING ENVIRONMENT, 0 cr


BVE19 Knowledge of the operating environment, the doer level, 10 cr

The student is able to:
• work in regional business and innovation networks
• identify a region’s main operators in innovation, industry and commerce
• define the roles of businesses and other service providers in the region
• identify phenomena, events, trends and weak signals at global and local levels, from the point of view of customer-
oriented and sustainable business operations
• understand themselves as a part of the operating environment
• evaluate their value bases from the point of view of sustainable development


BVE20 Knowledge of the operating environment, the applier level, 20 cr

The student is able to:
• work in national business and innovation networks
• define an international operating environment from a business perspective
• utilise global trends in local operations
• utilise the business opportunities brought by new value-generation models, technology and customers’ changing
values


BVE21 Knowledge of the operating environment, the developer level, 20 cr

The student is able to:
• work in national business and innovation networks
• take local activities to the international level
• critically evaluate business operations and the society’s operating models from the perspectives of welfare,
sustainable development and globalisation
• develop operations in ways that are financially, socially and environmentally sustainable


154 ELECTIVE STUDIES, 0 cr

Description:
Students use elective studies to deepen and broaden their competence in various themes and generic
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.
Students learn to analyse and develop their leadership competence and to work as experts. Also students learn to
manage work groups and networks in line with a strategy. They can build and develop competences and skills with
a basis in applied research and development. They will recognise business opportunities in a business operating
environment. They will be able to create a business model suitable for the business idea and to set up a business.
They can design innovative products and/or services and commercialise them.

The student will be able to:
 ethically and productively manage work communities and networks
 manage and develop competence
 evaluate, lead and develop teamwork
 promote creativity in a work community
 manage and develop multicultural work-related communication
 act as developers in data network implementation, processes and management
 responsibly develop their data network competence in diverse operating environments
 determine the performance and service level requirements for a data network
 describe the operation and network structures of a system
 understand the cultural impact in marketing
 assess their own possibilities to become an entrepreneur
 analyse the opportunities in the business operating environment
Content:
The electives are common course pool offered in the degree programme. Students are free to choose any offered
courses to compensate their elective credits required during degree programme. Students use elective studies to
deepen and broaden their competence in professional and generic competences. Students should choose study
units to align the content of their studies with their own personal interests and career objectives.

Learning process:
The learning process is based on Laurea's learning model - Learning by Developing(LbD), action and applied
reseach methods. Laurea's common elective course pool have variety of offering to align the content of students'
studies.


00569 Initial test in English, 0 cr

The student is able to:
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. 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

Previous studies:
The initial Swedish and English tests for all new students will take place in the beginning of studies.


00521 Initial Test in Finnish, 0 cr


00506 Initial Test in Swedish, 0 cr

The student is able to:
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.

Study unit description:
At the beginning of their studies, all students who have Swedish qualifications on prior certificates required for
studies at Laurea take initial test in Swedish, with the exception of those whose mother tongue or language of
education is Swedish.


00570 Preperatory 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.
00436 Preparatory Studies in English, 3 cr

The student is able to:
•learn and practice the English grammar
•learn and practice business English vocabulary
•learn and practice various methods in language learning to improve the language skills

Contents of the study unit:
• revision of basic grammar rules
• building up business vocabulary
• text analyses
• reports and summaries
• interpretation of data
• graphic presentations
• presentation skills
• arguing for and against
• acting as an opponent

Study unit description:
The student will practice the communication skills, both oral and written, needed during the studies. The student will
be able to participate efficiently in tuition from the very beginning of the studies.


00523 Preperatory Studies in Finnish, 3 cr


269 JOB PLACEMENT, 30 cr


00829 Job Placement 1, Degree Programme in Business Management, Business Ventures, 15 cr

The student is able to:
The aim of practical work is that students learn to:
• evaluate their professional competence and the demands of the workplace
• apply their business competence in practice
• analyse and reflect on their work in a work community
• develop the operations of a target organisation, as members of a community of experts

Contents of the study unit:
Laurea Business Ventures students can complete the compulsory 30 credits of practical work (placements) in
business development projects, their own companies’ development projects or by completing practical tasks in
different organisations. Placements can be carried out in one or two stages, as defined in the personal study plan.


00830 Job Placement 2, Degree Programme in Business Management, Business Ventures, 15 cr

The student is able to:
The aim of practical work is that students learn to:
• evaluate their professional competence and the demands of the workplace
• apply their business competence in practice
• analyse and reflect on their work in a work community
• develop the operations of a target organisation, as members of a community of experts

Contents of the study unit:
Laurea Business Ventures students can complete the compulsory 30 credits of practical work (placements) in
business development projects, their own companies’ development projects or by completing practical tasks in
different organisations. Placements can be carried out in one or two stages, as defined in the personal study plan.
00310 Intermediate Finnish, 5 cr

The student is able to:
• communicate in simple situations and routine tasks
• write simple texts
• understand the main points in messages and Finnish speech at normal speed about familiar subjects.

Contents of the study unit:
• everyday life, work, studying, daily and weekly routines
• everyday situations (shopping for food & clothes, going to a restaurant, etc.)
• grammar (e.g. past tense, local cases, question words, words describing time)

Study unit description:
Students will deepen their knowledge of the basics of the Finnish language and culture in order to reach level A2 in
accordance with the Common European Framework.


00352 Advanced Finnish, 5 cr

The student is able to:
• communicate in more formal situations
• develop her/his Finnish skills for work-related purposes

Contents of the study unit:
• vocabulary relating to studying and working life
• grammar (all tenses, adjective comparison etc.)

Study unit description:
The course will develop the students’ Finnish language skills for professional purposes in order to reach level B1
according to the Common European Framework.

Previous studies:
The course mainly concentrates on developing communication skills (speaking and understanding Finnish). Grading
is based on an oral exam, a written exam, and attendance and activeness during teaching.



107 THESIS, 15 cr

Description:
• present justified proposals for developing business operations
• conceptualise business phenomena on the basis of existing research
• use suitable research and development methods to produce new knowledge
• work in an interactive and responsible manner in development projects with businesses and other partners
• critically analyse their own performance and solutions
• master larger entities
• present things in a logical and justified manner

The student will be able to:
In professional growth the theme forms part of deepening professional competences.

Content:
At a University of Applied Sciences, the thesis is part of research and development serving students’ professional
growth, businesses and regional development. Theses develop business practices and may produce significant
innovations.

The basis for theses is a need for development. Writing a thesis means interaction with a workplace and adopting
an investigative and development-oriented approach to work. The emphasis in the theses is on describing and
analysing target-oriented performance and its results. Theses contain information describing businesses, existing
research findings and new result data.

The theme includes a maturity test, in which students demonstrate that they have mastered the topic and the
language.
Content

• getting acquainted with the thesis process and development project, topic selection
• research plan describing the background and objectives, essential research information on the topic, research and
development methods used and implementation plan
• thesis implementation
• reporting and presentation
• maturity test


00488 Maturity test (in English), 0 cr

The student is able to:
Students must complete maturity tests in accordance with legal requirements. Maturity tests are based on the thesis
and are intended for students
to demonstrate their knowledge of the field and their skills in Finnish or Swedish. Students taking degree
programmes in English may take the maturity test in English, if they have received their schooling outside of Finland
or in a language other than Finnish or Swedish.


00489 Maturity test (in Finnish), 0 cr

The student is able to:
Students must complete maturity tests in accordance with legal requirements. Maturity tests are based on the thesis
and are intended for students
to demonstrate their knowledge of the field and their skills in Finnish or Swedish. Students taking degree
programmes in English may take the maturity test in English, if they have received their schooling outside of Finland
or in a language other than Finnish or Swedish.


00490 Maturity test (in Swedish), 0 cr

The student is able to:
Students must complete maturity tests in accordance with legal requirements. Maturity tests are based on the thesis
and are intended for students
to demonstrate their knowledge of the field and their skills in Finnish or Swedish. Students taking degree
programmes in English may take the maturity test in English, if they have received their schooling outside of Finland
or in a language other than Finnish or Swedish.


00344 Thesis, 15 cr

The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in development projects, applying the methods of Learning by Development and R&D, as well as
producing new competence and innovations
• develop work in the field and his/her own competence through critical evaluation and by generating new
information as a welfare expert
• participate in a partnership network
• work effectively in a team and act as an opinion leader in a community of experts
• evaluate his/her own and others’ competence, work and results in accordance with development objectives
• use the tools and methods of applied R&D in development work
• carry out and report on an objective-oriented development project
• complete the maturity test

Contents of the study unit:
• determining development needs
• creating a context and knowledge base
• planning, implementing and evaluating the development process
• designing a thesis
• thesis plan
• applying methods to projects
• working in a shared expertise group
• network leadership and development
• generating new data and sharing results
• publishing a thesis
• maturity test

Study unit description:
The study unit concentrates on the students’ activities in work development projects, where they investigate,
develop and generate new data. They also learn to recognise and evaluate achieved competence. The study unit
starts by the student joining a development project where he/she can progress according to the thesis plan and fulfil
his/her personal study plan.
The study unit forms an objective-oriented development project, where the competence gained is that of a developer
using investigative research methods. The object of competence development is determined for each cluster by
Laurea’s research and development policy. The study unit results in the student publishing a thesis and completing
a maturity test.