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Curriculum 2009 – LYE09SY (in English)

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LAUREA UNIVERSITY OF APPLIED SCIENCES

Common and elective studies, Laurea Kerava, LYE09SY

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

1. year
OP STUDIES
01048 Basic Italian 2 5
00207 Working German 1 5
00883 Working Spanish 1 5
00530 Basic French 1 5
00387 Go abroad 3
00212 Working German 2 5
00469 Basics of Spanish Language 1 5
00531 Basic French 2 5
00534 Basic Russian 1 5
00515 Tandem project in language and culture 3
01292 Special logistics project 10
0
01048 Basic Italian 2, 5 cr

The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken

Study unit description:
Students attain skill level A2 as defined in the Common European Framework.

00207 Working German 1, 5 cr

The student is able to:
• communicate in common workplace situations
• write clear general texts using tools
• recognise typical cultural characteristics of the areas where the language is spoken
• know the main professional vocabulary related to their fields
• use and deepen basic language skills acquired earlier

Contents of the study unit:
• workplace communication events, service events
• small talk
• strengthening and deepening basic grammar skills
• cultural differences

Study unit description:
Students attain skill level B1 as defined in the Common European Framework.

00883 Working Spanish 1, 5 cr

Contents of the study unit:
• workplace communication events, service events
• small talk
• strengthening and deepening basic grammar skills
• cultural differences

Study unit description:
Students attain skill level B1 as defined in the Common European Framework.

Previous studies:
Basic language study unit (10 cr) or upper secondary school courses.

00530 Basic French 1, 5 cr

Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken

Study unit description:
Students attain skill level A1 as defined in the Common European Framework.

Previous studies:
None.

00387 Go abroad, 3 cr

The student is able to:
• work successfully in a foreign country’s learning and work environment.

Contents of the study unit:
• process of cultural encounters
• target country and target higher education institution, company or organisation
• Finnish culture and education system
• practical arrangements related to exchanges

Study unit description:
In order to apply for the Erasmus grant awarded by the EU or for a grant awarded by Laurea, students departing for
international exchanges or job placements must generally complete preparatory international studies.

The studies include the online studies, contact sessions and learning exercises, which vary by unit/region.

Previous studies:
Acceptance onto an international exchange or job placement.

00212 Working German 2, 5 cr

The student is able to:
• use the terminology of their fields verbally and in writing
• deepen their cultural knowledge, particularly in workplace situations
• make use of various information sources related to the language in their own fields

Contents of the study unit:
• terminology of the field
• producing and making presentations
• looking for work, recruitment
• negotiations related to the field and reporting on these
• cultural differences at work

Study unit description:
Students attain skill level B1 as defined in the Common European Framework, with an emphasis on professional
communication.

Previous studies:
Working language 1 or good skills in the language acquired elsewhere.

00469 Basics of Spanish Language 1, 5 cr

The student is able to:
· understand basic structures and vocabulary of Spanish
· communicate in simple situations of everyday life
· write simple texts
· understand the main points in messages and Spanish speech spoken at normal speed about familiar subjects

Contents of the study unit:
· simple communication events
everyday life, work, studying, daily routines, everyday situations (telling about oneself, greeting, shopping, ordering
food in a restaurant etc.)
· grammar
e.g. articles, personal pronouns, possessive adjectives, present tense, interrogatives
· cultural knowledge, some characteristic features of Spain and Latin America

Study unit description:
· The course emphasizes acquisition of the four basic language skills: speaking, listening, writing and reading. Basic
grammar is introduced and practiced.

Previous studies:
None.

00531 Basic French 2, 5 cr

The student is able to:
• kielen perusrakenteet sekä perussanastoa
• viestiä kohdekielellä melko yksinkertaisissa tilanteissa
• kirjoittaa yksinkertaisia ja ohjattuja viestejä
• tunnistaa kielialueen kulttuurille tyypillisiä piirteitä

Contents of the study unit:
• yksinkertaiset viestintätilanteet
• keskeiset rakenteet
• kielialueen kulttuurituntemus

Study unit description:
Opiskelija saavuttaa eurooppalaisen viitekehyksen taitotason A2.

Previous studies:
Kyseisen kielen perusteet 1 tai muualla hankittu vastaava kielitaito.

00534 Basic Russian 1, 5 cr

The student is able to:
• kielen perusrakenteita sekä perussanastoa
• viestiä kohdekielellä yksinkertaisissa tilanteissa
• kirjoittaa yksinkertaisia ja ohjattuja viestejä
• tunnistaa kielialueen kulttuurille tyypillisiä piirteitä

Contents of the study unit:
• yksinkertaiset viestintätilanteet
• keskeiset rakenteet
• kielialueen kulttuurituntemus

Study unit description:
Opiskelija saavuttaa eurooppalaisen viitekehyksen taitotason A1.
Previous studies:
Ei ole.

00515 Tandem project in language and culture, 3 cr

The student is able to:
• acquaint the student from a chosen language area into Finnish society and culture
• support the foreign degree student’s or exchange student’s Finnish language learning
• use the method of reciprocal learning in creating appropriate objectives for language or culture learning
• utilize and deepen her/his cultural and language knowledge

Contents of the study unit:
• peer tutoring in language and culture learning
• activating one’s foreign language knowledge with a native speaker OR deepening one’s intercultural abilities
• the process of cultural exchange

Study unit description:
The study unit consists of meetings between the tandem pair, meetings with the tutor and study diary report. The
competence appears in students’ developing language and cultural abilities.

Previous studies:
None. The objectives are created case-specifically.

01292 Special logistics project, 10 cr

The student is able to:
This course is completely conducted over the Internet. We are using the Optima platform in order to support
participants, to distribute materials, and to exchange information. The support function is available mainly during the
weeks 20-24, 30 and 33-35.

Contents of the study unit:
You have to prepare a 20-25 pages long report during the course. Your report could be either a real-life
development project or a theoretical seminar paper. The topics of the papers will be approved by the supervisors
and the issues dealt with and the (minimum) literature used will be named by the supervisors during the first weeks
of the course based on the nature and the issues of particular projects. The project papers will be graded (scale 1-5).

Study unit description:
A detailed description and materials will be available on the Internet on May 17. The students will have to submit
their project proposals (or to accept project topics given by the faculty) at the latest by June 6. The supervisors will
then give their approval of the proposals by June 20. After that the students will have at least six weeks to prepare
their reports (length 20-25 pages). During the weeks 31-32 the participants will review (length 2 pages) one project
done by their peers (supervisors will exchange the project papers between the participants). After that you will have
two weeks to finalize your paper aided by the comments your peers have made. The final deadline for the report is
August 31, 2010.