Opetussuunnitelma
2010
Yhteiskuntatieteiden, liiketalouden ja hallinnon ala
Laurea Otaniemi
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2010
Social Sciences, Business and Administration
Laurea Otaniemi
Bachelor's degree programmes
Opetussuunnitelma · Degree Programme in Business Management, in English (HBG), Laurea Otaniemi · Ryhmä HBG10SN
Opetussuunnitelma 2010 – HBG10SN (englanniksi)
Curriculum · Degree Programme in Business Management, in English (HBG), Laurea Otaniemi · Group HBG10SN
Curriculum 2010 – HBG10SN (in English)
Curriculum 2010 – HBG10SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Business Management, in English (Laurea Otaniemi, liko), HBG10SN
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through 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. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, 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 first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
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 targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
Operating environment
Laurea Business Ventures is located in the Active Life Village in Espoo, in the high-innovation environment of
Otaniemi. Located in Otaniemi are 13 public organisations involved with innovation, as well as the Finnish
headquarters of more than 100 large companies and numerous SMEs.
LBV works in close cooperation with its network of partners, with the aim of developing business activities and
expertise regionally. The central partners of LBV in Otaniemi are
• Local developing companies
• Aalto University and some of its specific faculties, such as
o The Innovation Centre
o BIT Research Centre
o Dipoli
• The Technical Research Centre of Finland (VTT) and VTT Ventures
• Innopoli
• Otaniemi Marketing Oy
• The city of Espoo
• Other organisations in the Active Life Village
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 partners are
• The University of Cambridge and some of its specific faculties, such as the Centre for Entrepreneurial Learning
• The international Living Labs network and its user communities
• Anglia Ruskin University
Values and Premises of the Curriculum
The main value on which LBV is the development of its students’ knowledge, skills and motivation. LBV supports
students in progressing in their chosen direction and in developing into top-level experts in the field of business.
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 LBV 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 curriculum is strongly based on the Learning by Developing (LbD) model.
The five cornerstones of LbD are reflected in the LBV curriculum as follows:
Partnership is made visible through shared activities. Students support the projects and learning of others by
providing peer support in steering groups. More experienced students provide assistance to younger students, while
experts in specific fields assist their colleagues. Laurea staff members take on the role of partners by providing
guidance, advice, questions and support for learning. It is also important for students to collaborate with
representatives of the surrounding labour market, who participate in projects in the capacity of partners and senior
colleagues.
Experiencing is made visible through independent activities. Students complete all their studies in genuine projects,
assuming responsibility for their own work. This allows them to experience the pros and cons of diverse operating
models while learning to be responsible for their choices and actions. Sharing experiences with diverse partners
fosters the development of cooperation skills and supports the transfer of working life values between participants.
Authenticity is made visible through 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 made visible through 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 made visible through 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.
Expertise
Laurea Business Ventures is a business development unit that aims to turn students into experts in business
operations and business development.
Values and Premises of the Curriculum
The main value on which LBV is the development of its students’ knowledge, skills and motivation. LBV supports
students in progressing in their chosen direction and in developing into top-level experts in the field of business.
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 LBV 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.
LBV aims to ensure that during their study period, students will receive an overview of the main competence areas
for business operations. The following business functions form the main competence areas in the curriculum:
• Planning and implementing business activities
• Sales and customer relationships
• Finance
• Management and Leadership
• Communication
• Language skills
Students must achieve at least the “doer” level in each of these competence areas, which will be demonstrated
through development projects (worth 70 ECTS credits altogether). In addition to this compulsory requirement,
students can build their personal study plans by addressing the more advanced levels (applier, developer) in the
abovementioned competence areas or by taking other studies that suit their learning objectives. The degree
consists of 210 credits in total.
Structure of the curriculum
Laurea Business Ventures studies are completed in practical business development projects. Genuine business
projects are often multidisciplinary in nature. This means that students can acquire competence in diverse fields
through a single project. The development of each competence area is assessed independently based on the given
requirements for that competence area.
At the beginning of each development project, the participating students create a project plan with the help of their
mentor, defining
• what competence each student will strive to develop in the project,
• how competence will be developed,
• what level of competence is to be developed,
• how many credits each student expects to gain through the project, and
• how competence development and the achievement of credits are to be demonstrated.
At the end of the project or at agreed intervals, the students’ competence and the work completed in the project are
evaluated according to the project plan.
Competence development is evaluated using higher education criteria, i.e. a mastery of the theory, concepts and
application of the chosen competences in practical development projects should be demonstrated. Students build a
portfolio out of these development projects during the study period to give evidence of their concrete development
work and their learning.
Credits
The number of credits attained in projects depends on the work completed. Usually one credit is seen as
encompassing approximately 27 hours of work by the student. However, all work completed as part of LBV studies
also includes planning, guidance and reporting, so one credit is considered to be equivalent to around 20 hours of
project work. Therefore five credits are equivalent to 135 hours of work, of which 100 hours consist of actual project
work.
Competence Evaluation
The competence of graduates of the LBV programme is 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 mentors 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;
• Good (3-4) when they demonstrate of mastery in practice, while certain deficiencies are allowed in theoretical
competence;
• Satisfactory (1-2) when proof is provided 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 (Exception: Planning and implementing business activities: 20 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, below.
Recording Completed Studies
Credits and grades are recorded in the Winha information system. The smallest recorded unit is five credits.
Implementation guide
Operations in Laurea Business Ventures are guided by the curriculum and following documents. You can find them
from LBV’s working space over internet.
• Personal learning plan form (HOPS)
o Including lecture and ”other work” passes
• Project planning guide
During each project following documents are used to guide planning and execution phases. The self-evaluation
made at the end of project is personal but the rest are made by whole team.
• A1 Idea description
• B1 Learning plan
• B2 Project description
• C1 Agenda
• C2 Memo
• C3 Working hours
• D1 Final report
• D2 Final presentation (powerpoint)
• D3 Client’s feedback
• D4 Self-evaluation
• D5 Feedback session’s memo
Quality assurance process
The implementation of the LBV curriculum is followed and developed with the help of LBV’s quality assurance
system. The LBV quality assurance system is based on the general quality assurance system of Laurea. According
to this system, quality of work is ensured through the constant development cycle of Plan – Do – Check – Act.
Plan – The basis of operations planning
The development and implementation of the LBV curriculum is guided by the values and strategic outlook of Laurea,
as well as the pedagogical, R&D and regional development strategies. Additionally, the development of the
curriculum is based on LBV’s own operational concept, vision and strategy.
Do – Description of the operational process
The implementation of the LBV curriculum is guided by the operational processes. Before each project idea can be
approved, the project’s named mentor will check that the project facilitates learning in accordance with the
competence areas of the curriculum. Before starting a project, each student must produce a personal learning plan,
where they give details of any new competences they wish to acquire through the project. During the project, the
mentor will monitor whether the project is proceeding according to the plan, to ensure that the competence areas
addressed are in accordance with the curriculum. Also, the implementation of the curriculum is guided by the
general operation processes of Laurea Otaniemi.
Check – Monitoring and evaluation of operations
The curriculum of LBV is developed with the help of various measures, including the feedback of LBV’s interest
groups. At the end of each project, feedback is given by the students who took part in the project, the client and the
mentor. Feedback is stored for the purpose of future development of the curriculum. Staff are able at any time to
upload written suggestions for improvement into the electronic workspace of LBV. Additionally, feedback is collected
with the help of the Inka system according to the general operational proceses of Laurea Otaniemi. The operations
of LBV are also monitored with the help of the local unit level quantitative measures, the results of which are used
for the development of the curriculum.
Act – development of activities
The LBV curriculum is developed once a year, on the LBV development day. Development is based on the feedback
and measures described in the Check-phase, which are examined at the beginning of the development day. The
LBV development manager, lecturers, principle lecturers and other staff take part in the development process. All
changes to be made to the curriculum are recorded in a memo, and the development manager takes responsibility
for implementing these changes.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
G042 PLANNING AND IMPLEMENTING BUSINESS
ACTIVITIES
G043 SALES AND CUSTOMER RELATIONSHIPS
G044 FINANCE
G045 MANAGEMENT AND LEADERSHIP
G046 COMMUNICATION
G047 LANGUAGE SKILLS
00521 Initial Test in Finnish 0
00506 Initial Test in Swedish 0
00569 Initial test in English 0
00831 Swedish 5
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
00832 English 5
G0260 Basic Finnish 1
G0236 Basic Finnish 2
G0261 Intermediate Finnish
00305 Basic Finnish 5
00310 Intermediate Finnish 5
00352 Advanced Finnish
G048 JOB PLACEMENTS
G049 THESIS
G050 ELECTIVE STUDIES
00523 Preperatory Studies in Finnish 3
00507 Preparatory Studies in Swedish 3
00436 Preparatory Studies in English 3
60 60 60 30
G042 PLANNING AND IMPLEMENTING BUSINESS ACTIVITIES, 20 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development, with a
specific focus on planning and implementing business activities.
The student will be able to:
At the doer level, students are able to:
• create and present a business plan, including funding and profitability calculations
• utilise diverse methods and sources for generating and developing ideas
• create a marketing plan that supports business goals
• identify customer needs and come up with suitable business ideas for fulfilling them
• use basic business analyses
• identify and analyse competitors
• turn product/service ideas into business ideas
• come up with a sales and distribution channel solution
• identify and describe partnerships and networks
• price products/services
• describe a company’s business processes
• assess risks related to the business operations and make a risk management plan
• plan a logistic process
At the applier level, students are able to:
• acquire and process data in a research-oriented fashion and critically evaluate information
• plan and carry out market surveys and analyse their outcomes with scientific accuracy
• plan and implement ideation processes involving several people
• utilise global trends in local operations
• define an international operating environment from a business perspective
• carry out business operations in practice
• build partnerships and networks
• implement a sales and distribution channel solution
• implement a logistics solution
• plan and implement a procurement process
• take into account legislation related to business planning
• acquire funding
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
• 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
• 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 enviro
G043 SALES AND CUSTOMER RELATIONSHIPS, 10 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development, with a
specific focus on sales and customer relationships.
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
• 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
• manage sales and customer service situations profitably
• manage interaction and know the principles of effective presentation and business customs
• measure and monitor customer satisfaction and take corrective action
• analyse and develop their sales skills and abilities
At the applier level, students are able to
• manage profitable customer relations and sales activities
• 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
• take into account ethics related to sales work and sales- and customer-related legislation
• 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 are able to:
• develop and manage profitable CRM and sales operations, even internationally
• 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
G044 FINANCE, 10 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development, with a
specific focus on finance.
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
G045 MANAGEMENT AND LEADERSHIP, 10 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development, with a
specific focus on management and leadership.
The student will be able to:
At the doer level, students are able to:
• plan and manage projects
• recruit 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
• 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
G046 COMMUNICATION, 10 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development, with a
specific focus on communication.
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 various oral business communication situations (reporting, negotiations, meetings, speeches,
conversations, presentations...)
• create diverse business documents, memos, reports, presentation materials and other texts
• plan and implement internal and external communications
• 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 business brand-building
• communicate in a multicultural environment
• organise and develop business 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
G047 LANGUAGE SKILLS, 10 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development, with a
specific focus on language skills.
The student will be able to:
Language studies at Laurea Business Ventures aim for the development of optimal written and oral 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 English and either Swedish (for students whose
first language is Finnish) or Finnish (for students whose first language is not Finnish), meaning that in each of these
languages they are able to:
• use diverse up-to-date communication channels and tools
• participate in diverse oral 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
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 addition to the compulsory language studies, students may choose any of the language studies offered at Laurea.
00521 Initial Test in Finnish, 0 cr
00506 Initial Test in Swedish, 0 cr
The student is able to:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
Study unit description:
At the beginning of their studies, all students who have Swedish qualifications on prior certificates required for
studies at Laurea take initial test in Swedish, with the exception of those whose mother tongue or language of
education is Swedish.
00569 Initial test in English, 0 cr
The student is able to:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. The test is used
to check the students’ starting level before language studies begin. Students who fail the test must take preparatory
studies in the language at the start of their studies. Having passed the preparatory studies, students obtain credits
for inclusion in elective studies
Previous studies:
The initial Swedish and English tests for all new students will take place in the beginning of studies.
00831 Swedish, 5 cr
The student is able to:
• use diverse up-to-date communication channels and tools in Swedish
• participate in diverse verbal business communication situations (reporting, negotiations, meetings, speeches,
conversations, presentations...) in Swedish
• create diverse business documents, memos, reports, presentation materials and other texts in Swedish
• observe the requirements and customs of different cultural factors affecting their work
Contents of the study unit:
Students must demonstrate, in practical projects, that they meet the doer level competence requirements for
communication in Swedish.
Study unit description:
Language studies are completed in the same way as other studies, i.e. as a part of projects that have been planned
and agreed in advance.
Previous studies:
Upper secondary school-level competence.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00832 English, 5 cr
The student is able to:
• use diverse up-to-date communication channels and tools in English
• participate in diverse verbal business communication situations (reporting, negotiations, meetings,
speecconversations, presentations...) in English
• create diverse business documents, memos, reports, presentation materials and other texts in English
• observe the requirements and customs of different cultural factors affecting their work
Contents of the study unit:
Students must demonstrate, in practical projects, that they meet the doer level competence requirements for
communication in both Swedish and English.
Study unit description:
Language studies are completed in the same way as other studies, i.e. as a part of projects that have been planned
and agreed in advance.
Previous studies:
Upper secondary school-level competence.
G0260 Basic Finnish 1, 5 cr
The student is able to:
learn the main principles of the Finnish language and some main things of Finnish culture,
understand and use the most common expressions in Finnish in everyday situations
Contents of the study unit:
How to communicate in everyday situations?
How to discuss everyday subjects related ourselves?
How to recognise basic grammar & vocabulary and practise pronunciation?
How to learn to speak, understand and write Finnish?
Study unit description:
The study unit provides an introduction to Finnish language and culture. Students will reach level A1 in accordance
with the Common European Framework.
Previous studies:
No previous knowledge of Finnish.
G0236 Basic Finnish 2, 5 cr
The student is able to:
· Communicate in simple situations and routine tasks
· Write simple texts
· Understand the meaning of messages and Finnish speech related to various subjects
Contents of the study unit:
How can everyday situations be managed using Finnish language?
How can you use correct grammar in written and oral communication?
Study unit description:
Deepening the knowledge of the basics of the Finnish language and culture in order to reach level A2 in accordance
with the Common European Framework
Previous studies:
Basic level of Finnish language 5 CR.
G0261 Intermediate Finnish, 5 cr
The student is able to:
communicate in more formal situations,
develop her/his Finnish skills for work-related purposes
Contents of the study unit:
How can my Finnish vocabulary and grammar related to studying and working life be developed?
Study unit description:
The course will develop the students’ Finnish language skills for professional purposes in order to reach level B1
according to the Common European Framework
Previous studies:
Intermediate level of Finnish language
00305 Basic Finnish, 5 cr
The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations
Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation
Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.
00310 Intermediate Finnish, 5 cr
The student is able to:
• communicate in simple situations and routine tasks
• write simple texts
• understand the main points in messages and Finnish speech at normal speed about familiar subjects.
Contents of the study unit:
• everyday life, work, studying, daily and weekly routines
• everyday situations (shopping for food & clothes, going to a restaurant, etc.)
• grammar (e.g. past tense, local cases, question words, words describing time)
Study unit description:
Students will deepen their knowledge of the basics of the Finnish language and culture in order to reach level A2 in
accordance with the Common European Framework.
00352 Advanced Finnish, 5 cr
The student is able to:
• communicate in more formal situations
• develop her/his Finnish skills for work-related purposes
Contents of the study unit:
• vocabulary relating to studying and working life
• grammar (all tenses, adjective comparison etc.)
Study unit description:
The course will develop the students’ Finnish language skills for professional purposes in order to reach level B1
according to the Common European Framework.
Previous studies:
The course mainly concentrates on developing communication skills (speaking and understanding Finnish). Grading
is based on an oral exam, a written exam, and attendance and activeness during teaching.
G048 JOB PLACEMENTS, 30 cr
Description:
The aim is to facilitate students’ development into experts in business operations and business development.
The student will be able to:
Laurea Business Ventures students can complete the compulsory 30 credits of job placement (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.
The aim of job placement is that students learn to:
• evaluate their professional competence and the demands of the workplace
• develop their business competence in practical work exercises
• analyse and reflect on their work in a work community
• develop the operations of a target organisation, as members of a community of experts
Content:
Laurea Business Ventures students can complete the compulsory 30 credits of job placement (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.
G049 THESIS, 15 cr
Description:
The aim is to develop and prove student’s readiness to apply her or his knowledge and skills at practical tasks of an
expert relative to vocational studies.
The student will be 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
Content:
All Laurea degree programmes include a thesis that accounts for 15 credits. Through the thesis, students of LBV
individually demonstrate their ability and expertise in demanding business development projects, and report on the
development project professionally. The thesis can be related to the existing or planned innovation, development or
research activities of an organisation.
Theses form part of Laurea’s research and development work. They help students to grow professionally and are
linked to the employment sector and to regional development. Theses are used to develop work and work practices,
and can produce widely applicable innovations.
The thesis is based on a real-life development challenge. It emphasises interaction with the labour market, and an
investigative and developmental approach. Thesis reports focus on describing target-oriented activities and their
results, and on theoretical and research-based analysis. Theses contain new descriptive, explanatory and
investigative information on the labour market, as well as new know-how produced for the workplace.
Theses are always presented publicly. LBV theses are commonly presented to all students during LBV project days.
The thesis can also be presented during public events, for example in customer presentations or open seminars.
The study unit involves the completion of a maturity test, in which students demonstrate mastery of the subject and
good language skills.
Laurea’s thesis instructions must be followed throughout the process of production and evaluation of the thesis.
During the thesis process, students should demonstrate a command of level 6 of the EQF competence requirements
Learning process:
• 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
G050 ELECTIVE STUDIES, 0 cr
Description:
The theme offers students an opportunity to supplement their personal learning plan by participating in courses and
project work within their own institutes, as well as in other fields and other institutions of higher education.
00523 Preperatory Studies in Finnish, 3 cr
00507 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
00436 Preparatory Studies in English, 3 cr
The student is able to:
•learn and practice the English grammar
•learn and practice business English vocabulary
•learn and practice various methods in language learning to improve the language skills
Contents of the study unit:
• revision of basic grammar rules
• building up business vocabulary
• text analyses
• reports and summaries
• interpretation of data
• graphic presentations
• presentation skills
• arguing for and against
• acting as an opponent
Study unit description:
The student will practice the communication skills, both oral and written, needed during the studies. The student will
be able to participate efficiently in tuition from the very beginning of the studies.