Curriculum 2008 – HLG08SN (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Business Management (Laurea Otaniemi, liko), HLG08SN

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

Laurea Business Ventures (LBV) is located in Espoo, in the high-innovation environment of Otaniemi. LBV is
housed within the Well Life Center. Otaniemi is an ideal operating environment for LBV, containing 13 public
organisations involved with innovation, the Finnish headquarters of more than 100 large companies and many
SMEs.

The Otaniemi operators with which LBV is most closely associated are:
•Helsinki University of Technology and some of its specific faculties, including:
The Otaniemi International Innovation Centre
BIT Research Centre
TKK Dipoli
•The Technical Research Centre of Finland (VTT) and VTT Ventures
•Technopolis Ventures and its incubator businesses
•Innopoli
•Otaniemi Marketing Oy
•Laurea in WLC

LBV is also a member of international innovation networks. The aim of such partnerships is to raise Finnish
business to a global level and to bring top-level international business expertise to Otaniemi. LBV’s main
international cooperation partners are:
•The University of Cambridge and some of its specific faculties, including:
The Centre for Entrepreneurial Learning
Cambridge Network
•The School of Entrepreneurial Learning at the University of Essex
•The international Living Labs network and its user communities
•Anglia Ruskin University
The Laurea Business Ventures curriculum supports the development of each student into an expert in business
operations, specialising in a chosen field.

Competences

The following business functions form compulsory competence areas in the LBV curriculum:

• Identifying business opportunities and generating ideas
• Making and implementing business plans
• Sales and customer relationships
• Finance
• Management
• Communications
• Knowledge of the operating environment
• Languages
All LBV students must reach at least the “doer” level in each of these competence areas, demonstrating it in
development projects.

Competence development process

Laurea Business Ventures studies are completed in accordance with the Learning by Developing (LbD) philosophy.
Competence development is evaluated using higher education criteria, i.e. by demonstrating mastery of the theory,
concepts and application of the chosen competences in practical development projects. Students build a portfolio
out of these development projects to prove their concrete development work and their learning.

Description of the Degree Programme

Genuine business projects are often multidisciplinary in nature. This means that students can acquire competence
in diverse fields through just one project. At the beginning of each development project, the participating students
create a project plan with the help of their tutor, defining:
•what competence each student will strive to achieve in the project,
•how competence development is to take place,
•what level of competence is to be achieved,
•how many credits each student expects to achieve through the project, and
•how competence development and the achievement of credits are to be demonstrated.

Studying in the Degree Programme

Graduates of the LBV programme are evaluated according to the Bachelor-level competence requirements of the
European Bologna Process. The acquired competence is graded in relation to the requirements of the competence
area and level defined in each project plan. Evaluation is carried out as a development-oriented process by clients,
students and tutors in collaboration, keeping in mind the project plan’s objectives. Students are graded as Excellent
(5) when they can prove superior mastery of the competence area both in practice and conceptually; a Good grade
(3-4) requires demonstration of mastery in practice, while certain deficiencies are allowed in theoretical competence;
a Satisfactory grade (1-2) requires proof of the student’s ability to complete practical tasks related to the
competence area and to apply related concepts professionally.

Once students have achieved the maximum number of credits for a certain competence level, their competence is
evaluated according to the next level’s competence requirements. The maximum credits for each competence level
are:
• doer level: 10 cr
• applier level: doer level + 20 cr
• developer level: any tasks completed after the applier level
Competence-specific tasks are completed and evaluated cumulatively. That means that students must demonstrate
competence at the doer level before being evaluated at the applier level. The criteria of the lower levels are also
taken into account in applier and developer level evaluations.

Competence evaluations encompass not only professional competences but also the national generic competences
(cf. www.ncp.fi/ects) and Laurea’s generic competences (network, innovation, reflective, globalisation and ethical
competence), which ensures that students acquire comprehensive workplace skills as part of their professional
growth. This is described in more detail under Laurea’s Generic Competences.

Credits and grades are recorded in the Winha information system. The smallest recorded unit is five credits.

Laurea Business Ventures is a business development unit that aims to turn students into experts in business
operations and business development.

The main value on which LBV is built is the development of its students’ knowledge, skills and motivation. The
programme supports students in progressing in their chosen direction and in growing into top-level experts in their
fields. This is why the curriculum includes as much freedom and flexibility as possible.

The curriculum allows for learning at the times and in the order chosen by the students. Students can for instance
progress to the developer level in one area of competence before tackling others; conversely, they can increase
their competence evenly across all areas.

The amount of compulsory studies has been minimised while ensuring students receive a good overview of all the
main aspects of business operations. Students can then focus their non-compulsory studies on whichever area of
competence is most important for them. Studies can involve the competences defined by the LBV curriculum, as
well as elements offered by other Laurea units or other higher education institutions in the region. The most
important thing is the students’ development.

The curriculum is strongly based on the Learning by Developing (LbD) model, whose five cornerstones (partnership,
experiencing, authenticity, creativity and research orientation) are reflected in the LBV curriculum as follows:

Authenticity is evident as genuine projects. All LBV studies are completed in genuine business development
projects. Working in genuine environments allows students to share tacit knowledge and form a strong network with
people who learn to trust their competence.

Creativity is evident as continuous development. Students are constantly involved in creating new, improved,
efficient work methods. All projects are aimed at achieving development in operations, which forces students to
increase their own competence. The LBV model promotes the creativity of operations in the whole region, as well as
the development of creative solutions.

Research orientation is evident as knowledge-based decision-making. In order to choose the best solution for each
situation and to allow for continuous development, students have to acquire a sufficient knowledge base before
taking action. This is the main motivation for acquiring existing knowledge and generating new knowledge using
diverse research methods.

In line with the LbD model, the students and their needs are at the core of all activities.

Languages

Language studies at Laurea Business Ventures aim for the development of optimal written and verbal fluency in the
desired languages. As compulsory language studies, students must demonstrate in practical projects that they meet
the doer level competence requirements for communication in both Swedish and English, meaning that in each of
these languages they are 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 texts
•observe the requirements and customs of different cultural factors affecting their work

Students must complete at least five credits in both of these languages. 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. In Swedish,
students are evaluated for both verbal and written competence.

In addition to the compulsory language studies, students may choose any of the language studies offered at Laurea.
                                                            1. year    2. year    3. year    4. year
OP      STUDIES                                                   60         60         60         30
253     IDENTIFYING BUSINESS OPPORTUNITIES
        AND GENERATING IDEAS
BV1     Identifying business opportunities and generating
        ideas, the doer level
BV2     Identifying business opportunities and generating
        ideas, the applier level
BV3     Identifying business opportunities and generating
        ideas, the developer level
254     CREATING AND IMPLEMENTING BUSINESS
        PLANS
BV4     Creating and implementing business plans, the
        doer level
BV5     Creating and implementing business plans, the
        applier level
BV6     Creating and implementing business plans, the
        developer level
255     SALES AND CUSTOMER RELATIONSHIPS
BV7     Sales and customer relationships, the doer level
BV8     Sales and customer relationships, the applier
        level
BV9     Sales and customer relationships, the developer
        level
256     FINANCE
BV10    Finance, the doer level
BV11    Finance, the applier level
BV12    Finance, the developer level
257     MANAGEMENT AND LEADERSHIP
BV13    Management and leadership, the doer level
BV14    Management and leadership, the applier level
BV15    Management and leadership, the developer level
258     COMMUNICATIONS
BV16    Communication, the doer level
BV17    Communication, the applier level
BV18    Communication, the developer level
00825   English
00826   Swedish
00634   Oral skills in Swedish
00635   Written skills in Swedish
259     KNOWLEDGE OF THE OPERATING
        ENVIRONMENT
BV19    Knowledge of the operating environment, the
        doer level
BV20    Knowledge of the operating environment, the
        applier level
BV21    Knowledge of the operating environment, the
        developer level
260     JOB PLACEMENT
00822   Job Placement 1, Degree Programme in
        Business Management, Business Ventures
00823   Job Placement 2, Degree Programme in
        Business Management, Business Ventures
019     THESIS
00043   Thesis
125     ELECTIVE STUDIES
00202   Initial Test in English Skills            0
00203   Initial Test in Swedish Skills            0
00453   Initial Test in Finnish language
00194   Preparatory Studies in English            3
00195   Preparatory Studies in Swedish
00522   Preparatory Studies in Finnish
                                                 60   60   60   30
253 IDENTIFYING BUSINESS OPPORTUNITIES AND GENERATING IDEAS, 0 cr

The student will be able to:
At the doer level, students are 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
At the applier level, students are able to:
• plan and carry our market surveys and analyse their outcomes with scientific accuracy
• plan and implement ideation processes involving several people
At the developer level, students are able to:
• plan and carry out an organisation’s innovation process


• analyse and refine an organisation’s innovation process


BV1 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



BV2 Identifying business opportunities and generating ideas, 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



BV3 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



254 CREATING AND IMPLEMENTING BUSINESS PLANS, 0 cr

The student will be able to:
• plan and manage an organisation’s growth and development
At the doer level, students are 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
At the applier level, students are 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
At the developer level, students are able to:
• forecast and plan for a company’s future and create a strategy process
• improve a company’s organisation and quality



BV4 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



BV5 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



BV6 Creating and implementing business plans, the developer level, 0 cr

The student is able to:

• forecast and plan for a company’s future and create a strategy process


• improve a company’s organisation and quality


• plan and manage an organisation’s growth and development



255 SALES AND CUSTOMER RELATIONSHIPS, 0 cr
The student will be 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
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
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



BV7 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



BV8 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



BV9 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



256 FINANCE, 0 cr

The student will be able to:
At the doer level, students are able to:
• interpret the financial statements of companies from different sectors, recognising the main factors affecting
profitability and liquidity
• 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
At the applier level, students are 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
At the developer level, students are 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




BV10 Finance, the doer level, 10 cr

The student is able to:

• interpret the financial statements of companies from different sectors, recognising the main factors affecting
profitability and liquidity


• 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



BV11 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



BV12 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



257 MANAGEMENT AND LEADERSHIP, 0 cr

The student will be able to:
At the doer level, students are 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
At the applier level, students are 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
At the developer level, students are 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


Content:
kokeiluteksti

Learning process:
Teema sijoittuu ammatillisen kasvun alkuun. Opiskelijan omat tavoitteet ja kehittämisen kohteet laaditaan
henkilökohtaiseksi asiantuntijuuden kehittämissuunnitelmaksi.


BV13 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



BV14 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



BV15 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



258 COMMUNICATIONS, 0 cr

The student will be able to:
At the doer level, students are 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
At the applier level, students are 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
At the developer level, students are 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



BV16 Communication, 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



BV17 Communication, 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



BV18 Communication, 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



00825 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, nconversations, 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
egotiations, meetings, speeches,

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.


00826 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 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.


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.
259 KNOWLEDGE OF THE OPERATING ENVIRONMENT, 0 cr

The student will be able to:
At the doer level, students are 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
At the applier level, students are 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
At the developer level, students are 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


BV19 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



BV20 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



BV21 Knowledge of the operating environment, the developer level, 0 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



260 JOB PLACEMENT, 30 cr

The student will be able to:
• evaluate his/her professional competence and the demands of the workplace
• apply his/her business competence in practice
• analyse and reflect on his/her work in a work community
• develop the operations of a target organisation, as members of a community of experts


00822 Job Placement 1, Degree Programme in Business Management, Business Ventures, 15 cr

Contents of the study unit:
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

Study unit description:
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.


00823 Job Placement 2, Degree Programme in Business Management, Business Ventures, 15 cr

Contents of the study unit:
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

Study unit description:
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.


019 THESIS, 15 cr

Description:
Students can apply an investigative approach to developing the workplace.

The student will be able to:
• cooperate with the workplace and other partners, and evaluate their own work and solutions critically
• work in persistent, target-oriented ways
• produce new information systematically, critically and creatively, and develop the workplace
• conceptualise the phenomena of the workplace with a basis in research data
• manage the big picture, presenting their ideas logically and with justifications
• present well-grounded, practical work development proposals

Content:
The bachelor's thesis is a systematic and logical investigation or practical development task based on research data
on a subject that extends the student's professional skills. Theses help students to grow professionally and are
linked to the employment sector and to regional development. They can also form part of Laurea’s research and
development work.

The process begins with familiarisation with the thesis process. After this, students come up with a subject and
formulate a thesis plan. The process progresses from implementing the thesis plan to finishing and publishing the
thesis. The thesis process includes guided independent work as well as seminars.

The thesis is based on a real-life development challenge. It emphasises interaction with the labour market and an
investigative approach. Thesis reports are based around describing object-oriented activities and their results, as
well as on theoretical and research-based analyses. Theses contain development proposals for the sector or the
workplace, and, at best, broadly significant innovations.

The theme involves the completion of a maturity test, in which students must demonstrate mastery of the subject
and good language skills.

Learning process:
In terms of professional growth, the thesis is related to deepening professional competence.


00043 Thesis, 15 cr

The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications

Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test

Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.


125 ELECTIVE STUDIES, 0 cr

Description:
Students use elective studies to deepen and broaden their competence in various themes and ge-neric
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.

Content:
Each curriculum contains a theme consisting of elective studies. In the students’ personal study plans, the theme
should be made up of the study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another higher education institution
(university of applied sciences, university, Online University of Applied Sciences, foreign institution) that cannot be
recognised for the degree programme but that the student wishes to include in the degree should be classified
under this theme. The number of credits from elective studies can be set separately for each degree programme,
tak-ing into account recommendations for the field of study. The aim is to have at least 15 cr of elective studies in
each degree programme


00202 Initial Test in English Skills, 0 cr

Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.


00203 Initial Test in Swedish Skills, 0 cr

Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.


00453 Initial Test in Finnish language, 0 cr


00194 Preparatory Studies in English, 3 cr

The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the English language
• basic English vocabulary

Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.


00195 Preparatory Studies in Swedish, 3 cr

The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills

Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary

Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.


00522 Preparatory Studies in Finnish, 3 cr

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