Opetussuunnitelma
2010
Yhteiskuntatieteiden, liiketalouden ja hallinnon ala
Laurea Lohja
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2010
Social Sciences, Business and Administration
Laurea Lohja
Bachelor's degree programmes
Opetussuunnitelma · Liiketalouden koulutus (HLF), Laurea Lohja · Ryhmä HLF10SN
Opetussuunnitelma 2010 – HLF10SN (englanniksi)
Curriculum · Degree Programme in Business Management (HLF), Laurea Lohja · Group HLF10SN
Curriculum 2010 – HLF10SN (in English)
Curriculum 2010 – HLF10SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Business Management (Laurea Lohja, liko), HLF10SN
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 of Lohja - Caring, Creative and Quick
Laurea Lohja aims at being the renewing and innovative partner among the actors of the region. Renewing partners
make creative solutions actively and flexibly in development projects. The renewing partner refers to the way Laurea
Lohja develops services and marketing in a customer oriented way in caring and in creative atmosphere reacting
quickly (CCQ). Laurea Lohja is future oriented. The emphasis is put on the renewal and development of service
business operations and public services. The university also aims at making the silent knowledge and social capital
visible. This is done by emphasising co-operation. The private and public sectors co-operate continuously and this
provides diverse situations for learning.
Lohja campus of Laurea University is located in the western part of the province of Uusimaa. The significance of
knowledge and skills (i.e. know-how) is seen as the important competitive factor at the campus. Internationalisation
of corporate activities, reformation of services and creation of new jobs in the place of the bygone industrial and
manufacturing jobs sets demands for know-how on businesses and different cultures. The development of public
sector practices and procedures, augmentation of wellbeing, the structural reformation of service systems and
innovation, which improve productivity are seen as significant. The availability of competent people and the
requirements of bilingualism and expertise, as well as the needs of adult education are to be secured by the
university education and active industrial policy of the region.
The educational level of the province of Uusimaa is on an average high and the percentage of the population with a
university degree is higher than that of the country on an average. The province of Uusimaa, as a part of the
metropolitan area of Finland, has an important role in giving birth to new thoughts, ideas and innovations as well as
being the recipient of such from abroad.
The regional influence of Lohja campus is visible through the functionality of miscellaneous networks. It is also
visible in the customer contacts and corporate co-operation of the learning environments of the campus, namely,
Yrityslabra (Business Lab) and Terveystori (Health Market). The utilisation of virtual technology in human interaction
and as part of the learning process is expanding continuously. In the regional and nationwide projects people learn
networking, social values and interaction and develop in multi-industrial context into being able to communicate with
experts and specialists of different fields. Sharing one’s own know-how and expressing it in the interface of working
life and study modules is significant in terms of growing to become a developer.
Viewing from the international scale Uusimaa is not a very big province. In the future, however, it is important for her
to ally to become part of a larger region. Thereby the attractiveness of the region may also be increased
internationally. The vision of Uusimaa is to become the most competitive, cosiest and safest metropolitan area of
northern Europe by 2025.
The general development views may, irrespective of the economic downturn, be regarded as relatively good. The
challenges for the region are the tightening financial position of municipalities and, related thereto, the deteriorating
preconditions for organizing basic municipal services. Especially organizing children’s day care and care for senior
citizens will become problematic.
Innovative partnership
CCQ-mode of operation (Caring, Creative and Quick) enables the realization of Laurea Lohja’s view of innovative
partnership and Learning by Developing (LbD).The working life of the future needs experts who know their
responsibilities, commit to developing their work – care for what the future will look like. They carry out their duties
with passion and creativity and they are ready to react to changes and challenges quickly if needed. The most
important qualities of the experts of the future will be caring (social responsibility and sense of community), creativity
(the ability to see things in a new way and the ability to cross boundaries) and quickness (the mode of working
where changes and challenges are reacted flexibly and daringly).
The whole operations of the campus can be described in a compressed way as the mode of operations of CCQ,
where caring, creativity and quickness may be viewed in the learning process as follows:
Laurea Lohja is
Caring (Välittävä): The student participates in the learning process from his/her own starting points. His/her
knowledge and skills are individually reacted to and previous experience is regarded as a valuable part of the
learning process. Guiding and tutoring are essential parts of the path of studies. People operate respecting one
another at the campus, give space to different skills and understand variable cultures. Operations are customer
oriented both in the service operations of nursing as well as in social- and health care. The working life will be
developed with the regional partners in a communal way. Everyone understands his/her own responsibility in
reaching results in developing operations and goals. The operations are developed continuously according to the
feedback received.
Creative (Luova): The diverse learning environment of the campus consists of the surrounding society,
corporations and public actors. The authentic customer meetings at the Health Market, the continuous business co-
operation at the Business Lab, work shops, lectures and other learning situations as well as informal encounters and
the rich virtual world create the atmosphere for development. In addition, the thought of having time to reflect offers
a chance to observe matters from different points of view and leads to creative solutions.
Quick (Ketterä): The basic tone of operations is flexibility. At the campus solutions are made with high quality and
in the student-oriented way from the point of view of learning: as part of quality control the operations of the campus
are followed by continuous feedback. According to the feedback collected from the students and working life the
implementation of studies is followed continuously. The means by which studies are carried forward and
accomplished and teaching is carried out are modified continuously according to the feedback collected from the
students and working life. Operations as the innovative partner among the actors of the region are customer
oriented. The structures and rigid hierarchies do not prevent innovative operations. Instead, one has the courage to
stretch over the boundaries.
The mode of motivation of Laurea Lohja is made possible by the committed and motivated personnel and students.
The creative atmosphere, which emphasises communality and social responsibility as well as the skills of problem
solving will shape experts to daring and co-operative developers of the future.
Laurea Lohja carries forward and develops the values of the universities of applied sciences. The values are made
visible in the pedagogic solutions. Communality, social responsibility and creativity construct a mode of motivation
for a diverse learning environment.
Diverse learning environment
The learning environment of Laurea Lohja is diverse and flexible. The CCQ-mode of operation is emphasised on the
campus. That enables co-operation between the student, the university and corporations in variable ways that
create value for all counterparts. The diverse learning environment refers to personal study paths, learning
situations enabled by virtual technology, the genuine customer encounters provided by the Business Lab and Health
Market, the utilisation of internal and external networks and continuous interaction with the working life. The new
skills and knowledge are obtained in genuine tasks of problem solving and development and in wider projects of
development.
The role of the student as an independent actor is emphasised in obtaining data, selection of study paths and in the
evaluation of one’s own skills and knowledge. The academic freedom and self-guidance of the students is supported
with tutoring and instruction. The caring learning environment includes valuation, genuine dialogue, social
interaction, openness, humanity and togetherness.
The Business Lab is the meeting point for the unit of the university and business life. The co-operation of the
partners to create new solutions for developing the business life and the public sector of the region is made possible
there. For example, the maintenance of the portfolio of theses is maintained in the Business Lab. The business
actors may deposit pre-forms of long-term development needs into the portfolio. The university unit will grab them
for development either in the form of a wide development project or as an individual thesis. At the Health Market it is
possible for the students of Business Management to develop well-fare business operations and, for instance, to
complete apprenticeship as partners of the health care students.
The interactive learning environment creates a safe sense of community, where the actors have the courage to
renew. The sense of community is visible in the distribution and accumulation of data in the situations of solving
problems of creative processes and development projects. The diverse sources of information and the utilisation of
the virtual world enable the accumulation of the database of the learning process. The operations at the campus
form a continuous dialogue between different actors.
The feedback from working life and earlier student groups are taken advantage of as part of ensuring the quality of
the design of the contents and the execution of the study modules. The changing needs of skills and know-how are
also accounted for. The studies are designed by taking the students’ experience, know-how and target level into
consideration. The fulfilment of the students’ targeted level is secured. The students are included in the reciprocal
design of teaching and learning contents.
The student as a co-operative partner builds his/her own study plan with goals. The study plan should demonstrate
that the student understands the requirements of know-how, which are required for participating in a development
task or project. At the same time the student also recognizes the know-how which may be obtained by means of
participation into a project. When taking part in a development project, the student learns as an individual and is
joined into the community’s joint learning process and in the production of new know-how. The starting point in the
co-operation is the student’s responsible commitment. Aiming at a joint goal emphasises research, development
and the creation of new know-how and skills. Working consciously and systematically the development project is
carried forward and new know-how is being created. A demonstration of the created new know-how may be a
product, a mode of operation, a mindset or an idea to be processed further.
In the core of learning one may see a wide social, cultural and physical environment, which enhances creativity.
Virtual technology, informal meeting places and humane, caring atmosphere give birth to good starting points for the
implementation of one’s own know-how in an innovative way. Flexible and quick solutions in the design and
implementation of studies are emphasised in the Degree Program of Business Management at Laurea Lohja.
Customer orientation and the inevitable change of values in the surrounding society, growing senses for community
and the well-being created thereby as well as understanding multiculturalism and internationality are seen as
permeable factors in the curriculum of the degree program.
From recognition of earlier know-how to the beginning of new learning paths
The identification and acknowledgement of earlier know-how are part of the comprehensive learning process of an
individual. To identify his/her own know-how the student also needs support from the university. A description of the
guidance and tutoring activities of Laurea Lohja and the principles for the identification and acknowledgement of
earlier know-how is as follows:
Guiding is defined as part of Learning by Developing –thinking. In the program for business management the aim is
to support the student in professional growth, in developing his/her own professional identity and self-guiding and
motivation. The students are helped to manage their studies by guiding, tutoring, evaluation and teaching.
From the beginning of studies every student has a tutor, who guides and supports the student in the progression of
his/her studies. Tutoring aims at furthering studies and supporting independent action and the student’s activity. At
the beginning of the studies the teacher tutor acquaints the students with the learning environment and practices
and procedures of the university of applied sciences.
The teacher tutor helps in making the personal study plan (PSP). During the studies the student gets guidance with
regards to career planning, apprenticeship, international exchange and thesis work. There can be personal tutoring
or group tutoring meetings. Within the group there is peer-to-peer tutoring. The tutoring services are targeted
towards directing students’ individual study paths. Tutoring pays comprehensive attention to the student as an
individual. Tutoring and guiding are available during all stages of the studies depending on the student’s individual
needs.
Tutoring is also realised in projects of development, where the teacher tutor’s task is to guide the students and
develop services together with them. Tutoring includes searching and allocating data co-equally as well as guiding
and counselling the student.
Curriculum for the degree Program of Business Management: Inspired by Marketing
The economic competitiveness of the province of Uusimaa, in addition to the diverse trade structure, is based on
high research and scientific know-how. There are approximately 70 000 businesses. This means one third of the
business activity of the whole of Finland. Within the operational area of Laurea in Uusimaa four fifths of all jobs are
in services. The importance of growth businesses is significant in terms of competitiveness of the metropolitan area.
A great number of new jobs are created in them, although their proportion of all new businesses is small.
Service innovations are a central source of growth. In terms of the competitiveness of the region, it is important to
identify growth businesses and to improve their overall functioning requirements, especially those that offer know-
how intensive business services.
The whole economic operating environment is especially characterized by the deepening of globalisation, the fast
development of information and communication technologies, the shortening of the life cycles of products and
services as well as the increasing demands of customers. Typical of our era are the flexible, shallow organizations
and different consortiums and joint ventures as well as the changing concepts of space and time, which make them
to a large extent indifferent. The change of working life has become permanent and it is essential to find flexible
modes of operation to enable success in the change.
As a result innovativeness has arisen as the most significant success factor of businesses, networks and regions.
The customer oriented innovation of products and services form a factor guiding business operation. This is
characteristic of the basic processes of a business. The values of the customer and the meaning of cultural
background will be emphasized in forming products. It is also expected that the significance of environmental issues
and social responsibility will increase further in the future.
The characteristics and challenges of the operational environment of the Program of Business Management of
Lohja Campus are described in the following paragraphs.
The operational environment of the degree program
There are a lot of businesses and research institutions with high standard knowledge within the region. The key
clusters of Uusimaa include ICT, metal- and electronics, service business, finance- and real estate business,
medicine and biotechnology, environmental technology as well as content production and cultural-industrial
operations. Especially in the Helsinki region there are a lot of service businesses.
When western Uusimaa is observed as an operating environment it offers good starting points for successful
operations for the actors of business life. The region is located as a part of the metropolitan region. Besides, the
economic regions of the cities of Turku and Salo are also nearby. In addition the industrial structure of the region is
versatile and the logistic services are functioning. Development work is being done within the region and with other
centres of growth at municipal, organizational and corporate level.
As a result of the functional changes of global economy the structure of trade has changed in the region of western
Uusimaa. As a result of the change some of the industrial operations have moved out and the remaining industries
are developing towards service intensiveness. The actors have networked into subcontracting networks. Small
enterprises have arisen and they should become growth corporations quicker than competitors by means of novel
modes of operation, renewal of structures and by birth of innovations. Every fourth of the regional jobs is,
nevertheless, still within manufacturing.
The Hiisi region has a vision to be a cosy and environmentally friendly neighbourhood, which belongs to the
competitive metropolitan area and which succeeds and grows in the developing industry and service production by
2025. The aim is to be able to target the know-how of the population of the region in the right way through which it
will be possible to provide preconditions for competitive and successful business activities. The region is known, in
addition to superior knowledge of the growth clusters, also for the functioning traffic connections. The values of the
Hiisi region include trust and mutual respect, equality, sustainable development and openness.
The strategic starting point of the city policy program of western Uusimaa is the promotion of the development of the
region by taking into consideration the joint strengths and the individual special features. Securing the supply of
competent workforce, the development of service industries, the creation of attractive neighbourhood and the
development of logistic operations and infrastructure will rise onto the most essential place in the development
strategy of the Hiisi and Raasepori regions.
Expertise
A graduate of Business Management has a strong general knowledge and skills on business. Therefore he/she will
be able to apply his/her business know-how in the development and renewal of operations of different organizations.
A graduate of Business Management will know how to analyse chains of value creation and -networks as well as
renew business operations A graduate of Business Management has a strong general knowledge and skills on
business. Therefore he/she will be able to apply his/her business know-how in the development and renewal of
operations of different organizations. A graduate of Business Management will know how to analyse chains of value
creation and -networks as well as renew business operations through growth and internationalisation and evaluate
possibilities created by the new systems that produce value.
The most important area of know-how of a graduate of Business Management is the strategy-oriented business
development. Related to that, reaction to changes proactively is important. The strategy-oriented development is
based on networked business operations and the management of business models. Important areas of know-how
are identifying the structure of the operational environment, analysing and utilising the powers of change,
innovativeness, developing key activities and processes of business operations, productization and
commercialisation, customer and partnership know-how, entrepreneurship and responsible management of
business activities.
A big challenge for businesses is to convert the production-oriented thinking into customer-oriented thinking and to
develop a customer-oriented business model. Essential in customer-orientation is, vis-à-vis competitors, to obtain a
competitive advantage. Looking from the customer’s point of view this means that corporations are able to offer
some superior knowledge or skills, which make them unique vis-à-vis competitors. A customer-oriented corporation
is able to observe the operating environment and detect the necessary changes quickly and react to them in a
flexible and quick way.
A precondition for success is to create a basis for business operation of know-how and new ideas. In order to
develop public services, it is important, to develop active utilisation of new products and process innovations in the
operations of the public sector itself.
A customer-oriented corporation needs continuous renewal and the ability to relinquish old modes of operation. This
sets challenge to future experts: one needs to have the ability and motivation to renew one’s own know-how
continuously. The customer-oriented development means co-operation with the customer in order to increase the
level of corporate know-how and to create new business. The customer-oriented culture of know-how means
persistent renewal of the corporation through customer relationships. The loose structures of organizations and the
breakage of old modes of operation are found similarly challenging. The working life of the future needs experts,
who may operate creatively, react quickly and find solutions to problems even in situations that feel haphazard. New
kinds of organizations also demand new sorts of management and leadership.
The development of marketing know-how is one of the central challenges of and the area that profiles the degree
program of Business Management.The ability to market is generally regarded as a synonym to the marketing know-
how. Marketing is business, where the aim is to satisfy customer needs and to create lasting customer relationships.
From the strategic point of view marketing is viewed as an operation, which directs business operations and as an
operation, which yields a strategic competitive advantage when viewed from the point of view of managing
competitive means, from the service point of view and from the relationship and networking points of view. With
regards to marketing know-how customer-orientation means a win-win-situation. There both the customer and the
service provider gain extra benefits from the co-operation.
Professional Growth and Annual Themes
To grow to become an expert is part of a life long learning process, where individual skills, know-how, beliefs and
values develop and transform. The occupational growth and development is a collective outcome of many factors,
which are mostly affected by the student him-/herself. The central factors in a successful occupational growth
process, with regards to the student, will be self-guidance, initiative, motivation, attitudes, and personal traits. The
student creates a basis for continuous learning and expertise by developing know-how. During the studies at the
university of applied sciences the student builds up the knowledge and skills required in working life.
In the learning by developing -mode of learning the occupational growth is built on an exploratory and improving grip
to work. The growth process is described through four annual themes, which follow the steps for growth described in
the pedagogic strategy of Laurea.
Annual theme 1: Beginning occupational growth – orientation and motivation
Annual theme 2: Developing core competence of the field – formation of occupational identity
Annual theme 3: Advancing know-how – evolving expertise
Annual theme 4: Developing and reforming working life and life long learning.
(The pedagogic strategy of Laurea, 2007, 13)
In the degree program of Business Management at the Lohja campus the occupational growth process begins when
the student orientates comprehensively on the national and international challenges of business environments, their
changes and theoretical arguments. The student orientates on the studies of a university of applied sciences,
Laurea Lohja as his/her learning environment, and the different study- and learning methods. He/she learns to
evaluate and develop his/her own know-how and learning habits. As part of the orientation the student composes a
personal study plan and as part of drafting the plan learns to evaluate and also make visible the occupational know-
how acquired elsewhere. The student creates an overall picture of the tools used for developing working life and of
the processes of it.
The student perceives a comprehensive picture of the basics of business activities, entrepreneurship, the model for
customer-oriented service operations and the marketing know-how as part of business operations. The student
becomes familiar with business activities and the operational cultures of his/her field. The student knows how to
describe the operations of a business in a comprehensive way and understands the relationships between the
different operations as part of a functioning customer-oriented business operations model. The student becomes
trained in using the other official language (Swedish) and a foreign language (English) in customer service situations.
On the second step of the occupational growth the student understands the importance of business in a broader
context and enforces the development of his/her own professional identity. The student understands the meaning of
strategic know-how in the changing operational environment. The student’s innovative grip to work, customer- and
partnership know-how as well as productization and the understanding of commercialisation are enforced. The
proactive and flexible operations as part of the professional growth of the student are significant.
The profile of Laurea Lohja campus highlights marketing knowledge, which refers to the capability to market. The
student progresses to view marketing from a strategic point of view as a process that directs business and provides
marketing with competitive advantage. The profile of the future Bachelors of Business Management highlights the
management of innovations and customer understanding as well as the development of service business operations
and strategy-oriented development.
The development of core competences of the field and the formation of occupational identity will take shape in
authentic learning situations in variable projects. The self-guiding skills and know-how and skills for project work of
the student are accumulating. The student identifies the new opportunities for business and learns to act in an
innovative manner, economically and responsibly when developing new business.
On the third and fourth steps of the occupational growth the know-how of the student is advanced. The student
perceives the challenges for international business in the global operating environment and understands the
process of life long learning and its importance to the work of an expert. The student is ready to act in a creative and
innovative way and understands the elements of creative problem solving. The student understands his/her own role
as an active and motivated partner and a developer of business operations.
The student understands that the specific challenge of occupational growth is to understand life long learning and
that knowing and developing are strongly linked in the attitudes, motives and creativity of the people. It is the life
long learning that finds solutions for keeping up with the rapidly changing operational environment and staying
therein. For success a business needs to keep creating new know-how and transmit it for the disposal of all the
members of the corporation/business. In the background of the new know-how there is always an individual.
Therefore, it is germane to form the know-how and skills of an individual to the joint know-how and skills of an
organization.
Description of the Degree Programme
The curriculum for the Degree Program for the Bachelor of Business Management at Laurea Lohja (total 210 cr)
consists of basic studies (55 cr), common occupational studies obligatory to all and optional occupational studies
(90 cr), thesis (15 cr) as well as apprenticeship (30 cr) and freely selectable studies (20 cr). The duration of studies
is 3.5 years.
Structure of the curriculum
The curricula of Laurea are built on the themes and the study modules. A theme means a wider area of knowledge.
For mastering a theme a student typically needs to accomplish several study modules, which deal with subject
matters. The contents of the themes and study modules describe the core of the occupational knowledge of the
field. The themes for the curriculum of the degree program form into wholenesses, which serve the learning and
new know-how created by the partnership of economic theory and practice.
The yearly themes gather studies together from the point of view of the progression of occupational growth. The
common competences defined on the national level are jointly included as part of the objectives for the themes and
the study modules of the curricula. To master the general competences assures the accumulation of occupational
education up to the level of the university of applied sciences and to master the know-how included in the themes, in
turn, assures the accumulation of know-how required by working life.
Quality assurance process
Quality control is an essential part of the continuous development of operations of Laurea. The operations of Laurea
are followed with the help of a quality control system. Fundamental in the quality control is the continuous circle of
development, where actions are planned (Plan), executed (Do), followed and evaluated (Check) and developed
(Act), and the result of which will be the base for further planning.
As part of the quality control for the planning of the contents and implementation of the courses and study modules,
the feedback from the previous groups is utilized and the learning requirements are taken notice of as far as
possible. Interaction with and feedback from working life affect educational planning comprehensively.
The learning needs of the students and the objectives for know-how form the base for the quality of the educational
process. It is secure that the targeted level of the results of the know-how will be fulfilled. The students are included
in the reciprocal design of the educational and learning contents. Since the students are self-directed and take
responsibility for their own learning, it is important they participate in the evaluation of their own learning needs.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
F001 TO BECOME AN EXPERT IN MANAGING
BUSINESS ECONOMICS
F0001 Orientation to University Studies and Business 5
Economics
F0002 Business Etiquette 5
F0003 Mastering Business Processes and 10
Administration (Microeconomics)
F0004 Basics of Business Communication in Finnish 5
F0005 Business Basics 5
F002 TO BECOME AN EXPERT OF INNOVATIVE
SERVICE BUSINESS
F0006 Commercialization of Service Innovations 5
F0007 From a Business Idea to a Profitable Business 10
F0008 Financial Mathematics in Developing Business 5
F0009 Business Communications in Swedish 1 5
F003 THE STRATEGIC BUSINESS EXPERT IN THE
CHANGING OPERATIONAL ENVIRONMENT
F0010 Changing Operational Environment, General 5
Economic Sciences
F0011 Personnel Administration, Management and 5
Labor Laws
F0012 Strategic Planning and Analysis of Corporate 10
Business Activity
F0013 Markets and Marketing 5
00373 Job Placement 1, Degree Program in Business 15 0
Management (in Finnish)
F004 "INSPIRED BY MARKETING"
F0014 Sales Work, Customer Negotiations and 5
Management of Sales
F0015 Marketing Communication 5
F0016 Development and Management of Service Trade 5
F0017 Customer Relationships as Network in Business 5
Activities
F0018 Business Communication in Swedish 2 5
F005 TO BECOME A REFORMER AND DEVELOPER
OF INTERNATIONAL BUSINESS AND
CORPORATE LIFE
F0019 International Business 10
F0034 Know-how on internationalism - languages and 5
cultures
F0036 Development Expert 5
00374 Job Placement 2, Degree Programme in 15
Business Management (Finnish)
F006 ADVANCED SPECIAL KNOW-HOW OF THE
BACHELOR OF BUSINESS MANAGEMENT
F0051 Management and Development of Personnel 5
Resources
F0052 Foremen Skills in Complex Situations 5
F0053 Advanced Course in Leadership and 5
Foremanship
F0054 Welfare Business 5
F0055 Developing Business Opportunities 5
F0056 Special Features of Healthcare Business 5
F0057 Development and Leadership of e-Business 10
F0058 E-customerships 5
F0059 Entrepreneurship and Innovation Activity 1 5
F0060 Entrepreneurship and Innovation Activity 2 5
F0061 Entrepreneurship and Innovation Activity 3 5
019 THESIS
00043 Thesis 15 0
F014 ELECTIVE STUDIES
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
F0070 Preparatory Studies in English 5
F0069 Preparatory Studies in Swedish 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
F0050 Preparation course in Mathematics 3
60 60 60 30
F001 TO BECOME AN EXPERT IN MANAGING BUSINESS ECONOMICS, 30 cr
Description:
The student commits to the standards of the university and becomes an active member of his/her own student
community. The student relates to the culture of his/her own field and realizes his/her role as an advocate therein.
The student comprehends the way a university of applied sciences functions and realizes the process of Learning
by Developing (LbD) in practice. The student identifies with the possibilities of the learning environment of the
campus for his/her own studies. The student understands his/her own role as an active student and is able to
function in manifold projects with different people in different roles. The student comprehends his/her own
responsibilities as a member of different teams.
Content:
Description of the theme: In the studies of the theme the student becomes acquainted with the know-how
requirements of a Bachelor of Business Management (BBM), learns the skills of studying, comprehends the
significance of academic freedom and self-guidance as well as acquires knowledge of different styles and
techniques. The student evaluates him-/herself as a student and determines the best practices for his/her own
learning. The student constructs him-/herself a personal study plan (PSP).
F0001 Orientation to University Studies and Business Economics, 5 cr
The student is able to:
apply practices and procedures of the university
define the principles of the Learning by Developing (LbD)
search information from different sources and to evaluate information critically
produce documents and written material as well as presentation graphics in the Microsoft Office-user environment
explain the principles of the activities of a business and to understand the strategic relevance of marketing as part of
business
recognize the preconditions for high quality service and to administer customer service process
act in sales and customer care assignments in a professional manner.
Contents of the study unit:
Contents:
· Skills to learn to study
· Explorative and developing grip to studies
· Learning by developing
· Marketing as part of operations of a business
· Customer-orientation in marketing
Study unit description:
Description: At the beginning of the study module the student gets familiar with the study practices and procedures
of the university as well as with the principles of learning and different study techniques. Thereafter, the student will
get acquainted with (microeconomics i.e.) the principal operations of a corporation/business, the customer-oriented
business model and the fundamental concepts of marketing. During the study module the student also learns the
tasks related to the customary client service and sales work. He/she will also learn how to master them successfully.
Previous studies:
Ei edeltäviä opintoja
F0002 Business Etiquette, 5 cr
The student is able to:
• act naturally in different even challenging business occasions
• create contacts
• define principles for project work
• function as an event coordinator and participate in different events according to the rules of business etiquette
• act in business and working life etc. according to the requested good manners.
Contents of the study unit:
Contents:
· Appointments and meetings in business world
· Dressing up in different situations, dress codes
· As an international guest and as a guest in a foreign culture
· Event co-ordination
Study unit description:
Description: During the study module the students plan and execute a networking event for business life. The
event may be e.g. a partnership or charity dinner.
Previous studies:
Ei edeltäviä opintoja
F0003 Mastering Business Processes and Administration (Microeconomics), 10 cr
The student is able to:
· define how business operations and processes are linked together
· do book keeping and accounting of a small enterprise
· segment markets into different target groups
· evaluate the functionality of the logistics of a business and its/their connection to other operations
· apply laws and norms that regulate business operations
· use spreadsheet program to solve financial dilemmas, to organize, classify, analyze and report data.
KESKEN
Contents of the study unit:
Contents:
· Fundamental operations and procedures of a corporation/business
· Process thinking in business operations
· Segmenting market
· Utilizing spreadsheet program
Study unit description:
Description: During the study module the student gets acquainted with the principles of financial administration,
jurisprudence and logistics. The aim is that the student knows how to describe and evaluate operations and
procedures of a small enterprise and to be able to use spreadsheet program in applicable situations.
F0004 Basics of Business Communication in Finnish, 5 cr
The student is able to:
· use information and communication technology in his/her own occupation
· propose matters in written, oral and visual forms using different communication styles
· take action in different negotiation situations.
Contents of the study unit:
Contents:
· Information technology and software tools
· Corporate communication and communication media
· Negotiation skills
· Principles of marketing communication
Study unit description:
Description: The student develops standby skills for interaction and communication especially focusing on
corporate/business and marketing communications. The student knows how to utilize possibilities of information
technology as part of communication.
F0005 Business Basics, 5 cr
The student is able to:
KESKEN
F002 TO BECOME AN EXPERT OF INNOVATIVE SERVICE BUSINESS, 25 cr
Description:
The student knows how to act in an innovative manner, commercialize services, build a functioning business idea
based on which it is possible to start a new business. The student understands the functioning of economy in
general.
The student will be able to:
• compare and evaluate different business models
• analyze business opportunities in the operational environment
• develop and commercialize services and products and market them in the business and consumer markets
• evaluate his/her own skills and possibilities of becoming an entrepreneur and setting up a business.
Content:
In the theme the students make a business strategy and develop and commercialize products and services. In
addition, they make a marketing plan. The students utilize financial mathematics and possibilities provided by
different research methods in developing business operations.
Learning process:
In the theme the student adopts an innovative and developing way of working. The student’s know-how becomes
apparent in his/her ability to analyze business opportunities, to construct a business model and a business plan
based on the business idea and to develop commercially profitable services and products for a business/corporation.
F0006 Commercialization of Service Innovations, 5 cr
The student is able to:
• develop, productize and commercialize innovative and economically profitable products and services
• produce a marketing plan for a small enterprise
• study and analyze customers and markets
• choose functioning delivery channels.
Contents of the study unit:
• Development process of products and services
• Diverse market situations: B2B, B2C, C2C,
• Creating and developing customer relationships
• Solutions for sales and delivery channels
• Planning marketing and composing a marketing plan
• Cost accounting
• Different models for setting a price
F0007 From a Business Idea to a Profitable Business, 10 cr
The student is able to:
• identify his/her own chances to become an entrepreneur
• find and evaluate business opportunities
• construct an appropriate business model to match the business idea
• make a realistic customer-oriented business plan.
Contents of the study unit:
• Entrepreneurship and internal entrepreneurship
• Business idea
• Business plan and business model
• Planning the finance and funding of a start-up
• Risk management of a start-up
• Company forms, immaterial rights, jurisprudence for marketing, product safety and product liability
Study unit description:
The student learns to search and evaluate business opportunities, to construct a realistic business plan and to write
documents that are needed to set up a business. The student becomes familiar with the financial and legal liabilities
as well as factors affecting profitability of a start-up.
F0008 Financial Mathematics in Developing Business, 5 cr
The student is able to:
• calculate the value of time on money and understand the concept on present value
• calculate the values of different indexes with different index calculation methods
• compare diverse loan repayment methods
• calculate and compare the yields for different investment alternatives and borrowing costs of loans
• calculate and compare the profit earning capacity of investments with different methods
• calculate and take notice of the effects of changes in currency exchange rates and inflation
• make well-founded selections concerning the implementation of a quantitative research
• execute a small-scale quantitative research.
Contents of the study unit:
• Different percent, interest rate and interest on interest calculation applications
• Index calculation methods and applications
• Methods of calculating investments and optimizing
• Principles for quantitative research
Study unit description:
The student knows how to apply mathematics in solving and analyzing different business dilemmas and alternative
options. The student knows how to make justified selections associated with quantitative research and make a small-
scale survey.
F0009 Business Communications in Swedish 1, 5 cr
The student is able to:
• communicate effectively both orally and in writing in Swedish
• act in Swedish in his/her specialist community and to communicate the themes of that community by using
different communication means
• apply information acquired from Swedish language sources
• function in a multi-cultural operational environment
• tell core facts about a corporation/business in Swedish
• use concepts related to finance and pricing in Swedish
• use concepts related to marketing in Swedish
• function in Swedish in customer service and customer care and sales situations
• introduce his/her education and work assignments in Swedish.
Contents of the study unit:
• Corporate terminology
• Business idea and business plan
• Corporate/business forms
• Pricing and finance
• Marketing terminology and marketing plan
• Client service and customer care situations
• Education of a BBM, work assignments and job search
Study unit description:
The student
• communicates in situations related to business orally and in writing in Swedish
• is able to tell the core facts about the company, present the business idea and the business plan in Swedish
• tells the main points about the corporate/business forms in Swedish
• uses basic concepts related to finance and pricing
• uses marketing terminology and presents marketing plan in Swedish
• is able to act in trivial client service, customer care and sales situations in Swedish
• tells about his/her work assignments and introduces his/her education in Swedish
• makes a job interview in Swedish.
Previous studies:
Preceding studies:
A passing grade in the Swedish language test or after a grade fail, the tutorial studies in the Swedish language.
F003 THE STRATEGIC BUSINESS EXPERT IN THE CHANGING OPERATIONAL ENVIRONMENT, 40 cr
Description:
The student is able to evaluate the effects of economic growth and their causes and consequences. The student
understands the principles of public finance and the meaning of internationalization in the operation of economy.
The student knows the central manifestations of global economy and their impact on the Finnish households, and
corporations and the public sector. The student can follow and take part in the conversation of economic policy. The
student learns to observe the operations of a business from the societal point of view.
The student will be able to:
• make strategy-oriented conclusions to comply with the requirements placed by the changing operational
environment
• define principles of macroeconomics
• define principles of personnel administration, human resource management and business communication
Content:
In the theme the student gets acquainted with the strategic choices of a corporation or another organization and
makes a plan to implement the strategy. The plan will be based on systematic analysis concerning the changing
operational environment. The student understands the meaning of personnel management as well as
communication and interaction in developing operations of an organization.
Learning process:
The Student compiles and implements a plan related to the development of the operations of an organization. The
plan starts with an analysis of the changing operational environment and is based on the basic principles of strategy
work. The student knows the basic concepts of economics and recognizes the existence and effects of various
economic systems.
F0010 Changing Operational Environment, General Economic Sciences, 5 cr
The student is able to:
• analyze the operation of an economy in general
• define the basic concepts of economics and recognize the existence and impact of different economic systems
• define the fundamentals of microtheoretics such as the theories of the consumer and the producer, the functioning
of the commodity systems (incl. formation of equilibrium price in the markets), the functioning of the input-output
system and the basics of income distribution
• define the total quantities of a national economy (macro theory) and their reciprocal connections
• recognize the meaning of economic growth and the different disruptions to the economy (for instance, economic
conjuncture, inflation, unemployment) and observe and evaluate their causes and effects
• define the principles of public economy (incl. principles of taxation) especially of the national economy of Finland
and understand the meaning of internationalization in the functioning of an economy and know the central factors in
the accountancy of a national economy
• know the central manifestations of global economy and their impact on the Finnish households, businesses,
corporations and the public sector
• follow and take part in the conversation about the economic policy
• command central concepts also in English.
Contents of the study unit:
• Micro- and macroeconomic theories
• Construction of the Finnish national economy
• Basic concepts of macroeconomics
• Theory of the corporation, the consumer and the equilibrium price
• Market economy
• Accountancy of a national economy
• Conjunctures
• Money markets
• Public economy
F0011 Personnel Administration, Management and Labor Laws, 5 cr
The student is able to:
• function according to the strategy of the organization
• develop stand-by skills of his/her own and of the work community to correspond to the changing challenges of the
organization
• understand personnel management as part of the strategy
• act to create actively renewable, supportive and healthy work community
• apply norms and laws applicable to labor in conventional situations as a superior and/or worker or as an
entrepreneur
Contents of the study unit:
• Management of personnel resources and leadership
• Methods and tools of personnel management
• Leadership of oneself, knowledge of oneself and growing to become a superior
• Interaction and influence in the work community
• Principles of laws applicable to labor and the norm structure
F0012 Strategic Planning and Analysis of Corporate Business Activity, 10 cr
The student is able to:
• analyze and develop the operations of a corporation or another organization in a strategy-oriented way
• estimate factors having effect on the selection of the strategy
• plan and implement a lead-through process of a strategy change
• lead and administer projects
• make well-founded choices related to the implementation of a qualitative research
• make a small-scale qualitative research.
Contents of the study unit:
• Comprehensive analysis of the operations of a corporation or another organization
• Central methods and tools to implement the strategy through the whole organization
• Management and analysis of finances
• Customer-oriented business model as a strategic choice
• Budgeting and investment calculations
• Project management
• Basics for qualitative research
Study unit description:
The student implements the strategy. The student can make well-founded choices for the implementation of
qualitative research and to utilize the methods of qualitative research in developing business/corporate operations.
F0013 Markets and Marketing, 5 cr
The student is able to:
After completing the course, the student can:
· Understand how the global markets operate and function on a basic level
· Understand the role of MNC’s and FDI in global economy
· Choose a suitable market entry method for different kinds of products and companies
· Describe branding and what makes a good brand
· Discuss different pricing options in the context of brands
· Conduct a product demo and help in fair participation and planning
Contents of the study unit:
Global economy and trade blocs, MNC’s, FDI, market entry, logistics, marketing basics, brands, pricing, promotion,
fairs.
00373 Job Placement 1, Degree Program in Business Management (in Finnish), 15 cr
The student is able to:
• apply their business competence in practice
• analyse their actions by discussing targets and how well they have been met in the work community
• apply their business competence in practice
• analyse their actions by discussing targets and how well they have been met in the work community
Contents of the study unit:
• completing a job placement
Study unit description:
In this study unit, students put their competence to practical use in the workplace. During their job placements,
students observe their work and work environments from the point of view of development.
Previous studies:
Networked Business Operations theme or equivalent knowledge.
F004 "INSPIRED BY MARKETING", 25 cr
Description:
The student gets readiness to develop the marketing of a business in a customer-oriented way and understands the
importance of building customer relationships and networking. He/she deepens his/her know-how and skills of
service business and sales in such a way that he/she will be able to function in responsible tasks of marketing,
customer service and sales.
The student will be able to:
• act in a productive way in sales work and also in planning and managing sales
• apply tools of marketing communication taking into consideration different channel options
• plan and manage marketing communications of a community taking into consideration different channel options
• innovate, develop, and plan services in a design-oriented way
• perceive networked operating environment
• understand the opportunities the strategic networks provide for the development of business operations.
Content:
The core of the theme comprises of the student’s preparedness to apply customer-oriented thinking into different
operations of the business. The student concentrates, in his/her studies, on the functionalities of the service industry
and sales- and marketing communications both from the point of view of managing and implementing them. In
addition to the customer-orientation, the core topics connecting the study modules are coupling services as part of
business operations, interactive marketing as well as building partnerships and networks.
Learning process:
The student masters managing, planning, practices and procedures of marketing and sales, and construes the
means for long-span development of customer relationships. He/she knows how to develop and productize services
in a customer-oriented way.
F0014 Sales Work, Customer Negotiations and Management of Sales, 5 cr
The student is able to:
• understands the importance of sales work as a success factor of a business
• commands the stages of sales process and is aware of the ethical challenges connected to sales work
• masters different sales techniques
• is aware of the characteristics of business to business –marketing (B2B)
• construes organizational purchase process and the stages of B2B-sales
• makes a goal-directed preliminary plan for a sales situation
• knows how to manage productive sales work and the principles of leadership in sales work.
Contents of the study unit:
• Sales process and organization of sales work
• Techniques for planning and control of the sales situation: solution sales, consultative sales
• Business to business –marketing
• Sales and marketing of products versus sales and marketing of services
• Leadership/management of productive sales work and measurement (systems for planning and control of sales,
leadership of sales force, leadership of single sales person’s work)
Study unit description:
The study module familiarizes students with the basics of sales work and the leadership/ management of sales. With
practical exercises the students will learn to function in real life sales work situations. They will understand the
ethical starting points of sales work and will understand the meaning of sales in creating productive business.
F0015 Marketing Communication, 5 cr
The student is able to:
• utilize different methods of market research in analyzing business
• define the principles, benefits and challenges of integrated marketing communications
• command the tools for marketing communication and draft a plan for marketing communication to different target
groups or events (e.g. fairs, campaigns etc.) taking into consideration the different channel opportunities
• analyze the importance of business image to the company and master the elements of building corporate and
product brands.
Contents of the study unit:
• Research methods supporting the planning and evaluation of marketing communication
• Tools and channels for integrated marketing communication
• Building and managing brands in furthering competitiveness
• Interaction of the customer and the brand
• Digital marketing and advertising (introduction)
• Managing corporate reputation and publicity
Study unit description:
During the study module the student gets acquainted with the different sectors of marketing communication so that
the student understands its functions and adopts stand-by skills for designing and managing it in a community.
F0016 Development and Management of Service Trade, 5 cr
The student is able to:
• define the special features of producing and consuming services and their competitive means and channel choices
• construe the customer-oriented service process and productize services
• analyze and develop new kinds of business models where service trade has a major role
• understand the meaning of internal marketing in the operations of a corporation and know the ways to implement it
• identify the special features of marketing specialist services and the main operating principles of specialist
organizations such as pricing, invoicing and contract conventions
• construe the logics of industrial services and the meaning of productization.
Contents of the study unit:
• Service marketing and its special features
• Customer point of view and production process of services
• Conceptualization of services, productization and marketing
• Tools for marketing services (8 Ps)
• Management of services and the quality of service
• Marketing specialist services and the service trade of industry
• Internal marketing from the viewpoint of service
Study unit description:
During the study module the students get acquainted with the characteristics of marketing service trade and
services. The development of customer-oriented services and their productization are given the greatest weight in
the study module.
F0017 Customer Relationships as Network in Business Activities, 5 cr
The student is able to:
- observe the business activity as part of the networking operational environment
- assess partnership and the targets of improving it from the point of view of different actors in the
partnership network
- produce customer-oriented goals for business operations
- develop a customer strategy and a customer care model applicable to different customer groups .
Contents of the study unit:
• Customer strategy
• Objectives and measurement of customer relationships
• Customer know-how
• Life cycle of customer relationship
• Customer relationship marketing and management of key customer relationships, KAM (key account manager)
• Advancing co-operation in business networks
Study unit description:
The student is able to perceive and construe the networking business environment and understands the possibilities
provided by the functioning strategic networks for developing business operations. The student identifies and knows
how to justify the possibilities the customer-oriented business model provides for business operations and knows
how to form a strategy aimed at enhancing customer relationship, a strategy oriented business model with
objectives and a system for follow-up. The student knows the practices of developing key customer relationships.
F0018 Business Communication in Swedish 2, 5 cr
The student is able to:
Student knows how to:
- communicate effectively orally and in written form in Swedish
- act in Swedish in his/her specialist community and communicate the specialist themes of his/her specialist field by
using different communication methods
- apply information acquired from Swedish sources
- act in multicultural operational environment
- market and sell products and services in Swedish
- manage the tasks of business and marketing communication in Swedish
- act in the trade fair projects and in the internationalization process of a business in Swedish
- maintain and develop customer relationships in Swedish.
Contents of the study unit:
- Marketing and sale of products and services in different situations
- Business and marketing communication
- Trade fairs
- Customer relationships
- International operating environment
Study unit description:
The student communicates in Swedish in business situations both orally and in written form. He/she sells and
markets products and services in Swedish in various situations. The student manages tasks in business and
marketing communication in Swedish. He/she acts in Swedish in situations connection with trade fairs and
internationalization and maintains and develops customer relationships in Swedish.
The student reaches at least the skill level B1.1 according to the context of the European standards. Additionally, he/
she reaches the language skills required from a government official and receives separate grades in oral and in
written form.
Previous studies:
A passing grade in the Swedish language level test or after a grade fail accomplished XXX preliminary Swedish
studies and study module Swedish 1 - Svenska inom affärslivet
F005 TO BECOME A REFORMER AND DEVELOPER OF INTERNATIONAL BUSINESS AND CORPORATE
LIFE, 35 cr
Description:
Developing and reforming working life and life-long learning are realized in the ability of the Bachelor of Business
Management graduated from the Lohja Laurea Degree Program, to understand the mechanisms of the origin and
maintenance of the development culture and to function in the customer-oriented development culture in a proactive
and flexible way.
The student will be able to:
• carry out a goal-directed development project as part of a wide network
• pay attention to the opportunities and challenges of the field of internationalizing business life
• carry social responsibility
• work in an international operational environment and understand its idiosyncrasies/characteristics.
Content:
The theme comprises of diverse and practical study modules. The theme is carried out based on development
projects of working life and on the student’s own personal study plan according to the methods of development by
learning.
Learning process:
To understand the learning process and the importance of life-long learning as part of the renewal process of the
business and the student’s own development is essential. The know-how of research and development and
development networks improve. The student’s knowledge of internationalization is advanced.
F0019 International Business, 10 cr
The student is able to:
- construe international business environment and define the main theories of internationalization
- take into consideration the development phase of the life cycle of the business area, the product and the market
and their meaning in the internationalization of the business
- recognize the possibilities and preconditions for the growth and internationalization of the business and be familiar
with making a market study of the target markets
- analyze the impacts of internationalization on the different operations of a business and its corporate structure
- identify the strategies of internationalization and business as well as service models supporting them
- compare and choose the operational form suitable to the business on the market by market basis.
Contents of the study unit:
- Globalization and international operating environment
- Internationalization in science and research; internationalization theories
- Different phases and life cycle models for growth and internationalization
- Market research supporting internationalization
- International negotiations and written communications
- The impact of internationalization on the production and administration of a business/corporation
- The impact of internationalization on the funding of a business
- International solutions for logistics
- Networks and partnerships in growth and internationalization
- Practical operations of export and an introduction to import
Study unit description:
In the study module the students will observe the operations of a business/corporation in an international, rapidly
changing operating environment. Within the study module the students review the internationalization process of a
business and its impacts on the different activities of the business. While observing the central focus is especially on
the internationalization of services.
The study module includes a development project: e.g. a composition of a market research project about the given
target markets or making plans for participating an international fair. The study module will partly be executed in
English.
F0034 Know-how on internationalism - languages and cultures, 5 cr
The student is able to:
Upon completion, students know how to act in an international operating environment in an appropriate way and
learn to communicate in foreign languages. Students know how to take action in a goal-oriented way, for example
by planning a project where they apply their business economics skills as well as their language and cultural
studies. Students develop their knowledge when working in an international operating environment as defined by the
personally outlined curriculums.
Contents of the study unit:
The contents of the course will be based on students’ own interests. Students will develop their language and
culture studies by either studying in their native country or abroad. The course may include selected tailored studies
executed through an international student exchange programme or a developing project carried out in an
international working environment or it may include an international project work, such as organising a fair or a trip
to a certain destination. The contents of this module may be a part of another study module or project and be
organised by an external client or agent.
F0036 Development Expert, 5 cr
The student is able to:
• apply group work and development methods in developing business/corporate operations
• choose appropriate research method and to make a research plan
• execute a quantitative research and/or a qualitative research project, to report and to present research findings
and development proposals
• assess research process and to pay attention to the ethical principles in research and development activity.
Contents of the study unit:
• Most common group work and development methods and the total cycle of the development of the business
operations
• Research process
• Execution of quantitative and qualitative research
• Execution of qualitative research
• Research ethics
Study unit description:
The student gets acquainted with the utilization of research findings in developing business. During the study
module the students carry out a research project from the research plan to the discharge of the results and get
familiar with practical application to different development and group working habbits. The student justifies his/her
choices in the research and development project on the basis of research literature.
00374 Job Placement 2, Degree Programme in Business Management (Finnish), 15 cr
The student is able to:
• evaluate their own professional competence in relation to the demands of the workplace
• develop the organisation’s functions as members of a community of experts
• share expertise to examine their own and the sector’s values together with others
• reflect on their emotions and thoughts
Contents of the study unit:
• job placement
Study unit description:
Students improve their business competence and develop the workplace as members of a community of experts.
Previous studies:
Main professional study units.
F006 ADVANCED SPECIAL KNOW-HOW OF THE BACHELOR OF BUSINESS MANAGEMENT, 15 cr
Description:
According to his/her career plans the student chooses one area for specialization and accomplishes a study module
wholeness of that area. He/she may also choose these to the quota of freely optional studies, but one needs to
equal at least to 15 cr.
Content:
Diamonds S1 and S4 are aimed at being executed as supervised group lectures approximately every third semester/
term. This demands longer term planning so that the student can form his/her own PSP in an appropriate way i.e.
according to his/her plan. The same applies to languages.
Diamonds S2 and S3 include at least one 5 cr study module per semester/term. The student may agree on the other
contents with the responsible teacher.
F0051 Management and Development of Personnel Resources, 5 cr
The student is able to:
The student acquires skills for versatile expertise in developing personnel resources and management/leadership.
He/she knows how to make a personnel strategy in accordance with the corporate/business strategy and manages
and develops operations and human resources according to the strategies. The student knows the challenges of
managing change and knows how to function in an active role in situations of change in accordance with the
requirements of the work community’s and co-workers’ wellbeing and effectiveness. He/she is able to function in
international organizations and with international actors with an advancing grip to work. The student masters the
most essential soft ware programs for personnel management and is familiar with the legislation of his/her field.
Contents of the study unit:
* management of personnel and leadership of teams
* strategic management and leadership
* managing the risks of business
* skills of responsible business
* skills for managing and leading international business.
F0052 Foremen Skills in Complex Situations, 5 cr
The student is able to:
x
Contents of the study unit:
• Different problematic situations
• Managing change
• Crisis communication
• The well being of the work community and occupational psychology
• Possibilities and boundaries provided by law in personnel management
F0053 Advanced Course in Leadership and Foremanship, 5 cr
The student is able to:
x
Contents of the study unit:
The student advances his/her knowledge in one special course organized on a yearly basis
• Package of books
• Visiting lecturers
• Internationalization
• Part of the lectures are shared with Yrkeshögskola Novia
Some of the lectures will be executed in English, compare Leadership/Ledarskap
F0054 Welfare Business, 5 cr
The student is able to:
During the advanced studies of the welfare/healthcare business the student orientates him-/herself on the
development of public sector services and the possibilities of welfare/healthcare business.
Contents of the study unit:
• Production of welfare/healthcare services
• Understanding the production of private sector services in welfare/healthcare business
• Understanding the activities of the public sector
• Managing welfare/healthcare services
• Importance and the future of welfare/health care services
Study unit description:
Previous studies:
Teemat 1, 2 ja 3
F0055 Developing Business Opportunities, 5 cr
Contents of the study unit:
• mapping the operational and competitive environment
• welfare/healthcare technology and improving health
• innovations and welfare technology
F0056 Special Features of Healthcare Business, 5 cr
Contents of the study unit:
• permits, licenses and other contract matters of welfare trade
• legislation from the point of view of social and healthcare
• the role of private customers and municipalities as payers
F0057 Development and Leadership of e-Business, 10 cr
The student is able to:
Opiskelija osaa:
- jäsentää sähköisen liiketoiminnan kokonaisuuden ja digitaalisen markkinoinnin osana sitä
- nähdä yritysten mahdollisuuden toimia digitaalisella kentällä markkinoidessaan itseään ja tuotteitaan.
- eritellä sähköisten palvelujen kehittämisen mahdollisuudet, hyödyt ja ongelmat yritysten ja asiakkaiden
näkökulmasta sekä B2B- että kuluttajakaupassa
- suunnitella yrityksen nettisivuja markkinointiviestinnän näkökulmasta
- yrityksen tietosuojan ja siihen liittyvät oikeudelliset kysymykset sähköisessä liiketoiminnassa
- laatia yrityksen tilanteeseen ja tarpeisiin pohjautuvan suunnitelman digitaalisen median hyödyntämisestä
markkinoinnissa ja mainonnassa
Contents of the study unit:
Sisältö:
- markkinoinnin murros ja uuden internetin ilmiöt; internet markkinointiympäristönä
- blogit, wikit, verkkoyhteisöt, virtuaalimaailmat bisneksessä
- sosiaalisen median hyödyntäminen yrityksen toiminnassa
- mobiilimarkkinoinnin erityispiirteet, muodot ja sovellusalueet
- sähköinen jalanjälki ja sähköiseen liiketoimintaan liittyvät oikeudelliset kysymykset
- digitaalinen markkinointi yrityksen strategiassa: CREF-markkinointimalli
- Verkkokaupan markkinat, trendit ja tulevaisuus
- Tuotetarjonnan suunnittelu ja ylläpito verkkokaupassa
- Käytettävyys on verkkokaupan valtti
- Asiakasrekisterin ja asiakkuuksien hallinta verkkokaupassa
- Hakukonemarkkinointi ja hakukoneoptimointi
- Brändin rakentaminen netissä
- Hakukonemarkkinointi ja hakukoneoptimointi
- Brändin rakentaminen internetin avulla
Kehittämishanke: Opiskelijat analysoivat yhdessä kiinnostuneiden yritysten ja muiden alueen toimijoiden kanssa
sosiaalisen median liiketoiminnalle tarjoamia mahdollisuuksia ja kokeilevat konkreettisia Web 2.0 työkaluja niiden
toiminnan kehittämiseksi.
Study unit description:
Millä tavoin yritykset voivat hyödyntää sosiaalista mediaa liiketoiminnassaan? Kuinka digitaalisen viestinnän kanavat
ovat muuttaneet markkinointia ja mihin suuntaan kehitys on menossa? Mm. näihin kysymyksiin haetaan vastausta
tässä opintojaksossa. Sen aikana opiskelija tutustuu sähköisen markkinoinnin välineisiin ja mahdollisuuksiin.
Opintojaksolla keskitytään erityisesti sosiaalisen median liiketoiminnalle tarjoamiin mahdollisuuksiin.
Tavoitteena on, että opiskelija saa jäsennellyn käsityksen sähköisen liiketoiminnan kokonaisuudesta ja kehityksestä.
Hän pystyy arvioimaan ja kehittämään sähköisen kaupankäynnin käytäntöjä markkinoinnin ja erityisesti
markkinointiviestinnän näkökulmasta.
Previous studies:
Teemojen 1, 2 ja 3 opinnot
F0058 E-customerships, 5 cr
The student is able to:
• define concept for digital relationship marketing and utilize it in practice
• utilize customer relationship management systems (CRM) and the information produced with their help in the
development of customer relationships
• connect the information created by means of social media into the production of internal information of the
business
• understand how crowdsourcing affects business operations
• utilize social media in customer relationship and partnership development
• evaluate and explore the challenges and opportunities created by electronic commerce and social media
• evaluate internet as a distribution channel from the customer point of view
• recognize new service and business opportunities created by the internet environment.
Contents of the study unit:
• Customer relationship management systems, crm, in creating and analyzing customer information
• Consumer in the virtual markets
• Web 2.0 and challenges for interactive customer relationships
• Research of the electronic customer relationships and the quality of electronic customer service
• Data security of the electronic customership data and the security of electronic customer and the legislation
connected with running errands electronically
• Crowdsourcing and free creation of innovations
• Joint development of services and products and the co-operative economy
Study unit description:
Description: During the study module students get acquainted with the information systems of customer
management/control and user-oriented service development and the opportunities provided by the social media and
Web 2.0. The study module includes a development project in practice.
F0059 Entrepreneurship and Innovation Activity 1, 5 cr
The student is able to:
• construe the role of innovation activity in the development operations of a business/corporation and be familiar with
its theoretic frames of reference
• describe the Finnish innovation system and its most important actors
• orientate him-/herself on the preconditions of a functioning innovation strategy and the phases of its creation
• define innovation process in stages, internalize the methods of creative work and apply them
• analyze the importance and methods of innovative management/leadership
• orientate himself/herself on the preconditions and the phases of the creation process of a functional innovation
strategy
• create new solutions, services and service systems and evaluate their applicability to either a start-up venture or to
an already existing business activity.
Contents of the study unit:
• Defining innovation concepts
• Innovation strategy and innovation processes
• Anticipation of consumer behavior
• Research and development operations as a basis for innovation
• Launching innovations, from inventions to innovations
• Innovation architecture and innovation environments
• Innovation culture
• New technology and relationship networks
• Methods for creative working
• Goal-oriented management and leadership of innovation process
• Innovative foremanship and an organization that supports innovations
• Green innovation: eco-innovations
F0060 Entrepreneurship and Innovation Activity 2, 5 cr
The student is able to:
The student is able to:
• construe the role of innovation activity in the development operations of a business/corporation and be familiar
with its theoretic frames of reference
• describe the Finnish innovation system and its most important actors
• orientate him-/herself on the preconditions of a functioning innovation strategy and the phases of its creation
• define innovation process in stages, internalize the methods of creative work and apply them
• analyze the importance and methods of innovative management/leadership
• orientate himself/herself on the preconditions and the phases of the creation process of a functional innovation
strategy
• create new solutions, services and service systems and evaluate their applicability to either a start-up venture
or to an already existing business activity.
Contents of the study unit:
Sisältöjä:
- Innovaatiokäsitteiden määrittely
- Innovaatiostrategia ja innovaatioprosessit
- Kuluttajakäyttäytymisen ennakointi
- Tutkimus- ja kehittämistoiminta innovoinnin pohjana
- Innovaation lanseeraus, keksinnöistä innovaatioiksi
- Innovaatioarkkitehtuuri ja innovaatioympäristöt
- Innovaatiokulttuuri
- Uusi teknologia ja suhdeverkot
- Luovan työskentelyn menetelmät
- Innovaatioprosessin tavoitteellinen johtaminen
- Innovatiivinen esimiestoiminta ja innovaatiota tukeva organisaatio
- Vihreä innovointi: ekoinnovaatiot
Previous studies:
Teemojen 1, 2 ja 3 opinnot.
F0061 Entrepreneurship and Innovation Activity 3, 5 cr
The student is able to:
The student is able to:
• construe the role of innovation activity in the development operations of a business/corporation and be familiar
with its theoretic frames of reference
• describe the Finnish innovation system and its most important actors
• orientate him-/herself on the preconditions of a functioning innovation strategy and the phases of its creation
• define innovation process in stages, internalize the methods of creative work and apply them
• analyze the importance and methods of innovative management/leadership
• orientate himself/herself on the preconditions and the phases of the creation process of a functional innovation
strategy
• create new solutions, services and service systems and evaluate their applicability to either a start-up venture
or to an already existing business activity.
Contents of the study unit:
Sisältöjä:
- Innovaatiokäsitteiden määrittely
- Innovaatiostrategia ja innovaatioprosessit
- Kuluttajakäyttäytymisen ennakointi
- Tutkimus- ja kehittämistoiminta innovoinnin pohjana
- Innovaation lanseeraus, keksinnöistä innovaatioiksi
- Innovaatioarkkitehtuuri ja innovaatioympäristöt
- Innovaatiokulttuuri
- Uusi teknologia ja suhdeverkot
- Luovan työskentelyn menetelmät
- Innovaatioprosessin tavoitteellinen johtaminen
- Innovatiivinen esimiestoiminta ja innovaatiota tukeva organisaatio
- Vihreä innovointi: ekoinnovaatiot
Previous studies:
Teemojen 1, 2 ja 3 opinnot.
019 THESIS, 15 cr
Description:
Students can apply an investigative approach to developing the workplace.
The student will be able to:
• cooperate with the workplace and other partners, and evaluate their own work and solutions critically
• work in persistent, target-oriented ways
• produce new information systematically, critically and creatively, and develop the workplace
• conceptualise the phenomena of the workplace with a basis in research data
• manage the big picture, presenting their ideas logically and with justifications
• present well-grounded, practical work development proposals
Content:
The bachelor's thesis is a systematic and logical investigation or practical development task based on research data
on a subject that extends the student's professional skills. Theses help students to grow professionally and are
linked to the employment sector and to regional development. They can also form part of Laurea’s research and
development work.
The process begins with familiarisation with the thesis process. After this, students come up with a subject and
formulate a thesis plan. The process progresses from implementing the thesis plan to finishing and publishing the
thesis. The thesis process includes guided independent work as well as seminars.
The thesis is based on a real-life development challenge. It emphasises interaction with the labour market and an
investigative approach. Thesis reports are based around describing object-oriented activities and their results, as
well as on theoretical and research-based analyses. Theses contain development proposals for the sector or the
workplace, and, at best, broadly significant innovations.
The theme involves the completion of a maturity test, in which students must demonstrate mastery of the subject
and good language skills.
Learning process:
In terms of professional growth, the thesis is related to deepening professional competence.
00043 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test
Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.
F014 ELECTIVE STUDIES, 25 cr
Description:
KESKEN
00202 Initial Test in English Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
F0070 Preparatory Studies in English, 5 cr
F0069 Preparatory Studies in Swedish, 5 cr
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 cr
F0050 Preparation course in Mathematics, 3 cr
The student is able to:
-Basic skills in mathematics.
Contents of the study unit:
The mathematical applications needed in nursing. They will also revise the basic course in mathematics (high
school level).
Study unit description:
The students revise and develop their mathematical skills. The course prepares the students for the mathematical
studies at the University level. Students comprehend the mathematical applications needed for their area of nursing.