Opetussuunnitelma
2010
Laurean yhteiset opinnot
Laurea Hyvinkää
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2010
Laurea common studies
Laurea Hyvinkää
Complementary competence and common studies
Opetussuunnitelma · Yhteiset ja vapaasti valittavat opinnot (LYB), Laurea Hyvinkää · Ryhmä LYB10SY
Opetussuunnitelma 2010 – LYB10SY (englanniksi)
Curriculum · Common and elective studies (LYB), Laurea Hyvinkää · Group LYB10SY
Curriculum 2010 – LYB10SY (in English)
Back to Common and elective studies (LYB), Laurea Hyvinkää
Curriculum 2010 – LYB10SY (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Common and elective studies, Laurea Hyvinkää, LYB10SY
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
1. year
OP STUDIES
080 ELECTIVE LANGUAGE STUDIES
01257 Preparatory studies in Swedish 3
01258 Preparatory Studies in English 3
00532 Basic German 1 5
00533 Basic German 2 5
00511 Tandem-Projekt (Finnisch - Deutsch) 3
00524 Basic Spanish 1 5
00525 Basic Spanish 2 5
00204 Working Spanish 1 5
B0116 Finnish course, beginners level 5
00708 Business Russian I, basic level 10
0070801 Business Russian I, basic level part 1 5
0070802 Business Russian I, basic level part 2 5
00709 Business Russian I, intermediate level 10
0070901 Business Russian I, intermediate level , part 1 5
0070902 Business Russian I, intermediate level , part 2 5
00710 Business Russian I, native speakers´ level 10
00711 Business Russian II, basic level 10
0071101 Business Russian II, basic level part 1 5
0071102 Liike-elämän venäjä II, alkeistaso part 2 5
00712 Business Russian II, intermediate level 10
0071201 Business Russian II, intermediate level part 1 5
0071202 Business Russian II, intermediate level part 2 5
00713 Business Russian II, native speaker's level 10
0071301 Business Russian II, native speaker’s level part 1 5
0071302 Business Russian II, native speaker’s level part 2 5
B0112 Encountering Violence 5
B0113 Elective project 5
B0111 Crises and Work Communities 5
B0117 Advancing Clinical Practice in Nursing 5
01090 AAC Communication Methods 3
01091 Self-expression through Visual Art as a Form of Therapy 5
01106 Social Service Worker as a Pedagogical Expert 5
01159 Evaluation and development in early childhood education 5
01187 Basics of Multiculturalism 5
00032 Becoming an Inspirer 10
01305 Sociocultural Inspirer 5
B0118 Minustako innovaattori 5
01108 Supporting young people to work in diversified teams, theory 5
01109 Supporting young people to work in diversified teams, project 5
01138 National and International Development Cooperation 5
01139 Working and Communication in Developing Countries 5
01140 Development Management Project 5
01298 Global Russia I 3
01299 Global Russia II 2
01107 SAP- Enterprise Resource Planning Software 5
01082 Graphic Design 5
01084 The challenges of the sustainable development 5
01085 The quality management and evaluation 5
00564 SENSE - Business from Innovation 5
YY7138 Tutoring 3
0
080 ELECTIVE LANGUAGE STUDIES, 0 cr
01257 Preparatory studies in Swedish, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
01258 Preparatory Studies in English, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
00532 Basic German 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
rituntemus
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00533 Basic German 2, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A2 as defined in the Common European Framework.
Previous studies:
Study unit Basics I of the language in question or equivalent language skills acquired elsewhere. .
00511 Tandem-Projekt (Finnisch - Deutsch), 3 cr
The student is able to:
• Dem Lernen im Tandem liegt der Gedanke zugrunde, seinem Partner das Kennenlernen der Sprache und Kultur
seines Heimatlandes zu erleichtern.
Contents of the study unit:
• Finnische Kultur und Sprache
Study unit description:
• Regelmäßige Treffen mit dem Tandempartner und dem Beratungslehrer
• Vereinbarte Aufgaben und Führen eines Lernertagebuchs
Previous studies:
Für deutschsprachige Studierende sind Finnischkenntnisse auf dem Grundkursniveau von Vorteil.
00524 Basic Spanish 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00525 Basic Spanish 2, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A2 as defined in the Common European Framework.
Previous studies:
Study unit Basics I of the language in question or equivalent language skills acquired elsewhere.
00204 Working Spanish 1, 5 cr
The student is able to:
• communicate in common workplace situations
• write clear general texts using tools
• recognise typical cultural characteristics of the areas where the language is spoken
• know the main professional vocabulary related to their fields
• use and deepen basic language skills acquired earlier
Contents of the study unit:
• workplace communication events, service events
• small talk
• strengthening and deepening basic grammar skills
• cultural differences
Study unit description:
Students attain skill level B1 as defined in the Common European Framework.
Previous studies:
Basic language study unit (10 cr) or upper secondary school courses.
B0116 Finnish course, beginners level, 5 cr
The student is able to:
After completing the course students know vocabulary and phraseology concerning easy everyday situations.
Students are for example able to ask simple questions and tell about themselves and their families in Finnish. After
the course students know vocabulary related to time expressions and food. They are also familiar with the
characteristics and pronunciation of Finnish.
Contents of the study unit:
The course contents:
– telling about himself/herself and family
– asking questions
– time: telling the time, days of the week, months, seasons, times of day
– food vocabulary
– weather
Study unit description:
(30 h contact teaching + assignments + test)
Previous studies:
None.
00708 Business Russian I, basic level, 10 cr
The student is able to:
* toimia yksinkertaisissa liike-elämän tilanteissa venäjän kielen ja kulttuurin mukaisesti
* venäläisen ”korkeakulttuurin” perusteet
* käyttäytyä venäläisen tapakulttuurin mukaisesti
* tervehtiä kohteliaasti eri tilanteissa
* ilmaista mielipiteensä eri asioista
* hoitaa helppoja puhelinkeskusteluja
* ottaa venäläisiä vieraita vastaan tai olla itse vieraana
* pitää maljapuheita
* olla venäläisittäin kohtelias eri arkipäivän ja työelämän tilanteissa
Contents of the study unit:
• kirjainten opettelu
• arjen ja liike-elämän kielenkäyttötilanteiden harjoittelu
Study unit description:
Opintojakson jälkeen opiskelija pärjää tavallisissa arki- ja työelämän tilanteissa: osaa keskustella arkipäivän asioista
(small-talk) ja kirjoittaa lyhyitä sähköpostiviestejä ja muita helppoja tekstejä tietokoneella venäjäksi.
Previous studies:
Ei aiempia venäjän opintoja.
0070801 Business Russian I, basic level part 1, 5 cr
0070802 Business Russian I, basic level part 2, 5 cr
00709 Business Russian I, intermediate level, 10 cr
The student is able to:
• toimia erilaisissa liike-elämän tilanteissa venäjän kielen ja kulttuurin mukaisesti
• venäläisen ”korkeakulttuurin” perusteet
• käyttäytyä liike-elämän tilanteissa venäläisen tapakulttuurin mukaisesti
• ilmaista ja perustella mielipiteensä eri asioista
• hoitaa helppoja työelämän puhelinkeskusteluja
• ottaa venäläisiä vieraita vastaan tai olla itse vieraana
• pitää maljapuheita
• olla venäläisittäin kohtelias eri arkipäivän ja työelämän tilanteissa
Contents of the study unit:
• liike-elämän kielenkäyttötilanteiden harjoittelu
Study unit description:
Opiskelija syventää aiemmin hankkimaansa venäjän peruskielitaitoa työelämän vaatimusten mukaan ja harjaantuu
erityisesti liike-elämän erilaisissa viestintätilanteissa.
Previous studies:
• perustiedot venäjän kielestä
tavoitteet luodaan lähtötason mukaan (konsultoi vastuuopettajaa)
0070901 Business Russian I, intermediate level , part 1, 5 cr
0070902 Business Russian I, intermediate level , part 2, 5 cr
00710 Business Russian I, native speakers´ level, 10 cr
The student is able to:
• käyttää äidinkieltään venäjää tarkoituksenmukaisesti liike-elämän erilaisissa suullisissa ja kirjallisissa
viestintätilanteissa
• ohjata suomalaista venäjänopiskelijaa venäjän kielen ja kulttuurin omaksumiseen
Contents of the study unit:
• venäjänopiskelijoiden tuutoreina toimiminen
• työelämässä tarvittavien venäjän kielen viestintätaitojen vahvistaminen (esimerkiksi tietokonevenäjä
Study unit description:
Äidinkielen taso on tarkoitettu venäjää äidinkielenään puhuville opiskelijoille. Ilmoittautuminen ja tarkemmat
tiedustelut suorituksesta suoraan vastuuopettajalta.
Previous studies:
• venäjä äidinkielenä
00711 Business Russian II, basic level, 10 cr
The student is able to:
• kirjoittaa helppoja tekstejä venäjäksi
• hyödyntää tietokonetta venäjäksi kirjoitettaessa
• osallistua keskusteluun venäjäksi
• venäläistä tapakulttuuria
• keskustella myös venäläiseen kulttuuriin liittyvistä aiheista
• hoitaa rutiininomaisia puhelinkeskusteluja
• neuvotella venäjäksi yksinkertaisissa tilanteissa
Contents of the study unit:
• työelämän viestintätilanteiden harjoittelu autenttisissa ja simuloiduissa ympäristöissä
Study unit description:
Opiskelija syventää tietoja ja taitoja liike-elämän venäjästä.
Previous studies:
• Liike-elämän venäjä I, alkeistaso 5 + 5 op. tai Venäjän kielen perusteet 1 ja 2.
0071101 Business Russian II, basic level part 1, 5 cr
0071102 Liike-elämän venäjä II, alkeistaso part 2, 5 cr
00712 Business Russian II, intermediate level, 10 cr
The student is able to:
• kirjoittaa liike-elämän tekstejä venäjäksi
• käyttää tietokoneen tekstinkäsittelyä monipuolisesti hyväkseen venäjäksi kirjoitettaessa
• luoda keskustelun venäjäksi
• venäläisen tapakulttuurin yksityiskohtia
• keskustella myös venäläiseen kulttuuriin liittyvistä aiheista
• hoitaa myös yllättäviä aiheita sisältävät työelämän puhelinkeskustelut
• hoitaa työelämän neuvottelut venäjäksi
Contents of the study unit:
• työelämän viestintätilanteiden harjoittelu autenttisissa ja simuloiduissa ympäristöissä
Study unit description:
Opiskelija syventää tietoja ja taitoja liike-elämän venäjästä.
Previous studies:
Liike-elämän venäjä I jatkotaso tai vastaavat tiedot.
0071201 Business Russian II, intermediate level part 1, 5 cr
0071202 Business Russian II, intermediate level part 2, 5 cr
00713 Business Russian II, native speaker's level, 10 cr
The student is able to:
• toimia suomalaisen ja venäläisen liike-elämän kohtaamistilanteissa kulttuurisena ja kielellisenä välittäjänä
• syvällisesti keskustella suomalaisen ja venäläisen kulttuurin eroista
• hoitaa harvinaisimmatkin liike-elämän suulliset ja kirjalliset viestintätilanteet korrektisti venäjäksi
• hyödyntää venäjänkielisen tekstinkäsittelyn ja Internetin suomia mahdollisuuksia työssään tehokkaasti
Contents of the study unit:
• opiskelija harjoittelee autenttisissa tilanteissa suomalaisen ja venäläisen työelämäkulttuurin risteyskohdissa
toimimista
• harjoitellaan työelämän tekstinkäsittelytilanteita
• harjoitellaan Internetin mahdollisuuksien luovaa käyttämistä liike-elämän tilanteissa
Study unit description:
Venäjää äidinkielenään puhuvat opiskelijat analysoivat oman kaksikielisen ja kaksikulttuurisen kompetenssinsa
vahvuuksia ja altistuvat tilanteille, joissa he voivat työelämässä hyödyntää tätä ominaisuuttaan.
Previous studies:
Liike-elämän venäjä I, äidinkielen taso tai vastaavat tiedot.
0071301 Business Russian II, native speaker’s level part 1, 5 cr
0071302 Business Russian II, native speaker’s level part 2, 5 cr
B0112 Encountering Violence, 5 cr
The student is able to:
• familiarise themselves with preventive methods against aggression and violent behaviour, developing ways of
responding to aggressive or violent behaviour without causing pain or injury to the customer, and always
maintaining a safe care environment whose aim is a positive attitude towards care and the achievement of
cooperation between the patient and the carer
• examine the appearance of possible domestic violence in customer contacts and know their re-sponsibilities as
social service and health care professionals in preventing and addressing domestic violence
Contents of the study unit:
Key questions:
• How does one act in a customer situation where the employee is subjected to aggression or the threat of violence?
• How can one maintain a safe and caring atmosphere and control verbal aggression?
• What methods are there for holding fast or letting go in active situations?
• What is domestic violence and how can it be addressed in customer contacts?
• How can domestic violence be prevented?
Parts of study unit:
Part I: MAPA (Management of Actual or Potential Aggression) 2 cr
Part 2: Domestic Violence and Spousal Abuse 3 cr
Study unit description:
Students become familiar with customer-oriented, resource-supporting guidance in challenging and demanding
customer situations. The study unit is divided into two parts. One part covers prevention and safe care practice in
situations where employees are subjected to aggression or violence. The focus is on maintaining a safe, caring
environment and on verbal aggression control. Students also hone their skills in holding fast and letting go in active
situations. The second part involves improving skills in professionally recognising domestic violence and intervening
in the situation, with in-depth familiarisation with preventing and addressing domestic violence.
B0113 Elective project, 5 cr
The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in a partnership network
• work effectively in a team and act as opinion leaders in a community of experts
• evaluate their own and others’ competence, work and results in accordance with development ob-jectives
• use the tools and methods of applied R&D in development work
• carry out and report on an objective-oriented development project
Contents of the study unit:
• What development needs have been identified?
• How does one create a context and knowledge base?
• How does one plan, implement and evaluate a development process?
• How does one act responsibly within a development team?
Study unit description:
Students carry out a target-oriented development project, which can take place in Laurea's learning environments,
an authentic workplace or in a work placement.
Previous studies:
Theme 1
B0111 Crises and Work Communities, 5 cr
The student is able to:
• familiarise themselves with diverse workplace crises in line with their learning profiles
• know the principles of crisis assistance in relation to workplace crises
• acquire new information and research data on the subject
Contents of the study unit:
• What is a crisis?
• How can one prepare for a crisis?
• What responsibilities does an employer have in the safety and well-being of staff?
• How do crises affect people and communities?
• How can people be supported and assisted in a workplace post-crisis?
• What responsibilities does an employer have regarding crisis preparedness and crisis assistance?
• What do proper crisis communications entail?
Study unit description:
Students learn about crisis management from the point of view of diverse work communities: schools, workplaces
under the threat of layoffs, crisis preparedness at work, and the significance of occupational health care.
B0117 Advancing Clinical Practice in Nursing, 5 cr
The student is able to:
- Opiskelija osaa arvioida erilaisten erityispotilasryhmien hoitotyön tarpeita.
- Opiskelija osaa arvioida eri auttamismenetelmien tehokkuutta ja vaikuttavuutta.
- Opiskelija osaa soveltaa näyttöön perustuvan hoitotyön toimintaperiaatteita.
Contents of the study unit:
- Millaista hoitotyön erityisosaamista syöpää sairastavien potilaiden hoitotyö edellyttää?
- Millaista sisätauti-kirurgisen hoitotyön osaamista päivystyspotilaan hoitoprosessi edellyttää?
- Millaista hoitotyön erityisosaamista tehostettu hoitotyö edellyttää?
- Miten suunnitella ja toteuttaa vaativaa lääkehoitoa sekä neste- ja elektrolyyttikorvaushoitoa turvallisesti?
Study unit description:
Opintojaksolla opiskelija syventää hoitotyön asiantuntijuuttaan sisätauti-kirurgisen potilaan vaativissa akuuttihoidon
tilanteissa ja auttamismenetelmissä.
01090 AAC Communication Methods, 3 cr
01091 Self-expression through Visual Art as a Form of Therapy, 5 cr
01106 Social Service Worker as a Pedagogical Expert, 5 cr
The student is able to:
Opiskelija osaa:
- syventää pedagogista ja didaktista osaamistaan
- vaihtoehtopedagogiikoiden peruspiirteet
- rakentaa uusia ajatusmalleja kasvatusnäkemysten ja kasvatustietoisuuden työstämiseen
- opiskelijan pedagogisen ja didaktisen tietoisuuden selkiyttäminen
Contents of the study unit:
Opintojakso toteutetaan pääasiassa verkko-opetuksena. Lisäksi jaksoon kuuluu neljä luentoa, seminaari ja kaksi
opintokäyntiä vaihtoehtopedagogiikkaa toteuttaviin toimintayksiköihin.
Study unit description:
Opintojaksoon kuuluu kolme tehtävää.
Tehtävä 1:
Opintojakson aikana tutustutaan erilaisiin pedagogisiin lähestymistapoihin. Tarkastelun kohteena ovat erilaiset
vaihtoehtoiset pedagogiikat, poliittiset ja epäpoliittiset varhaisnuorisojärjestöt.
Opiskelija/opiskelijapari tutustuu sovittuun pedagogiseen malliin ja tekevät siitä esityksen Optimaan. Opiskelijat
myös kommentoivat ja esittävät kysymyksiä toistensa esityksistä ja rakentavat näiden esitysten pohjalta omaa
pedagogista ajatteluaan.
Tehtävä 2.
Luennoilla käydään läpi lapsien ja nuorten toimintaan soveltuvia jakso- ja tuntisuunnittelun malleja. Tunneilla
tutustutaan myös didaktiikan perusperiaatteisiin. Näitä apuna käyttäen opiskelija/opiskelijapari suunnittelee jakson,
joka olisi mahdollista toteuttaa lasten ja nuorten toimintaympäristössä. Suunnitelmat esitellään ja jätetään
kommentoitavaksi Optimaan.
Tehtävä 3:
Opiskelija laatii opitun pohjalta lyhyen oppimispäiväkirjan, johon hän rakentaa omaa pedagogista ajattelumalliaan
etukäteen sovittujen teemojen pohjalta.
01159 Evaluation and development in early childhood education, 5 cr
The student is able to:
• jäsentää keskeisiä varhaiskasvatuksen arvioinnin ja kehittämisen lähtökohtia ja käsitteitä
• hankkia ja soveltaa tutkivalla otteella ajankohtaista tietoa ja muodostaa ammatillista näkemystä
varhaiskasvatuksen arvioinnista ja kehittämisestä lasten ja vanhempien osallistumisen näkökulmasta
• antaa ja vastaanottaa arviointia ja vertaispalautetta opiskelijakollegoiltaan omaa että toisen ammatillista osaamista
vahvistaen.
Contents of the study unit:
• Varhaiskasvatuksen arvioinnin ja kehittämisen keskeisiä lähtökohtia ja käsitteitä
• Arvioinnin eettisiä periaatteita
• Lasten ja vanhempien osallisuus varhaiskasvatuksen arvioinnissa ja kehittämisessä
01187 Basics of Multiculturalism, 5 cr
The student is able to:
Opiskelija
- tuntee monikulttuurisuuteen liittyvät peruskäsitteet
- perehtyy oman mielenkiintonsa mukaan monikulttuurisuuden, syrjinnän tai kulttuurienväliseen viestinnän teoriaan
- pohtii kultturin merkitystä yksilön kannalta
- Kehittää omia kulttuurinvälisen viestinnän taitojaan
- Perehtyy vähemmistöjen asemaan ja elämäntilanteeseen olemalla kontaktissa jonkun vähemmistöryhmän
edustajan kanssa
00032 Becoming an Inspirer, 10 cr
The student is able to:
• hyödyntää omia luovia voimavarojaan toimiessaan innostajana
• toimia tavoitteellisesti, suunnitella, ohjata ja arvioida luovan toiminnan ryhmäprosesseja asiakkaan yksilöllisten ja
yhteisöllisten tarpeiden ja voimavarojen suunnassa
• soveltaa moniaistisia, eheyttäviä ja osallistavia työskentelytapoja asiakkaan arjessa ja erilaisissa yhteisöissä
Contents of the study unit:
• musiikin, draaman, kuvan ja liikkeen kieli
• sosiokulttuurinen työ
• terapeuttinen luova toiminta
01305 Sociocultural Inspirer, 5 cr
The student is able to:
• hyödyntää omia luovia voimavarojaan toimiessaan innostajana
• toimia tavoitteellisesti, suunnitella, ohjata ja arvioida luovan toiminnan ryhmäprosesseja asiakkaan yksilöllisten ja
yhteisöllisten tarpeiden ja voimavarojen suunnassa
• soveltaa moniaistisia, eheyttäviä ja osallistavia työskentelytapoja asiakkaan arjessa ja erilaisissa yhteisöissä
Contents of the study unit:
• musiikin, draaman, kuvan ja liikkeen kieli
• sosiokulttuurinen työ
• terapeuttinen luova toiminta
Previous studies:
Ei ole.
B0118 Minustako innovaattori, 5 cr
01108 Supporting young people to work in diversified teams, theory, 5 cr
The student is able to:
- monialaisen ja moniammatillisen yhteistyön
- ns. matalan kynnyksen palveluiden kehittämisen esimerkiksi yhteisöllisyyden ja kouluturvallisuuden muodossa
- alueellisen verkostoitumisen mm. tulevien yhteistyökumppaneiden toimintaan tutustumalla
- kehittää ja mallintaa hyviä käytänteitä
- tiedostaa nuoruusiän eri siirtymä- ja nivelvaiheiden problematiikan
- ymmärtää nuoruuden elämänvaiheena sen haasteineen.
Contents of the study unit:
Opintojakson sisältö koostuu nuoruudesta elämänvaiheena (n. 10-18v). Opintookonaisuus on 10 op ja se koostuu
kahdesta vapaasti valittavasta opintojaksosta, ensimmäinen osuus (5 op) koostuu teoriaopinnoista ja toinen osuus
(5 op) hanketyöskentelystä.
Opiskelija ei voi valita toista, eli hanketyöskentelyosuutta, ennen kuin on suorittanut ensimmäisen osuuden.
Study unit description:
Opintojakson ensimmäinen osuus (5op) koostuu opintokäynneistä, luennoista sekä verkkoympäristössä
työskentelystä. Luennot koostuvat muun muassa kehitys- ja sosiaalipsykologiasta, päihdetyöstä, nuoruuden
kriiseistä ja turvallisuudesta. Yhteensä luentoja on 7x2h, jotka on mahdollista opiskella verkko-opintoina tai
perinteisinä luento-opintoina. Mahdollisia opintokäyntipaikkoja ovat esimerkiksi Keravan päihdepysäkki, Hyvinkään
nuorisopaja, Hyvinkään seudun mielenterveysseura, erityyppiset koulut, Hyvinkään kriisikeskus, Helsingissä nuorten
kriisipajat sekä oppilashuolto. Ensimmäisen osuuden luennoista kirjoitetaan oppimispäiväkirjaa, johon liitetään myös
muuta kirjallisuutta. Lisäksi opintokäynneistä kirjoitetaan erillinen raportti.
01109 Supporting young people to work in diversified teams, project, 5 cr
The student is able to:
- monialaisen ja moniammatillisen yhteistyön
- ns. matalan kynnyksen palveluiden kehittämisen esimerkiksi yhteisöllisyyden ja kouluturvallisuuden muodossa
- alueellisen verkostoitumisen mm. tulevien yhteistyökumppaneiden toimintaan tutustumalla
- kehittää ja mallintaa hyviä käytänteitä
- tiedostaa nuoruusiän eri siirtymä- ja nivelvaiheiden problematiikan
- ymmärtää nuoruuden elämänvaiheena sen haasteineen.
Contents of the study unit:
Opintojakson sisältö koostuu nuoruudesta elämänvaiheena (n. 10-18v). Opintojen kokonaisuus on 10 op ja se
koostuu kahdesta vapaasti valittavasta opintojaksosta. Ensimmäinen osuus (5 op) koostuu teoriaopinnoista ja toinen
osuus (5 op) hanketyöskentelystä. Opiskelija ei voi valita toista, eli hanketyöskentelyosuutta, ennen kuin on
suorittanut ensimmäisen osuuden.
Study unit description:
Tämä osuus (5op) koostuu hanketyöskentelystä. Tähän osaan kuuluu hankesuunnitelman kirjoittaminen,
hankeraportin kirjoittaminen sekä loppuseminaariin osallistuminen. Hanketyöskentelyn kehittämispohjaisen
oppimisen lähtökohtana on aidosti työelämään kuuluva, käytäntöä uudistava kehittämishanke, jossa parhaimmillaan
tuotetaan uutta osaamistietoa. Näin ollen se voi kohdentua esimerkiksi nuoriso ja/tai mielenterveystyön
kehittämiseen, koulun oppilashuollon kehittämiseen tai riskienhallinnan kehittämiseen. Hanketyötä edeltävät
tutustumiskäynnit, jotka on tehty opintojakson ensimmäisellä osuudella mm. eri koulu- ja nuorisotoimen yksikköihin.
Hanketyöskentely etenee vaiheittain painottuen kevääseen 2010, mutta hankkeen alustava suunnittelutyö on
tarkoituksenmukaista aloittaa jo syksyllä 2009.
Previous studies:
Opintojakso 01108, teroriaopinnot.
01138 National and International Development Cooperation, 5 cr
The student is able to:
Student learns about development theories, familiarizes him/herself with national and international development
policies, agreements and organizations. Student learns linkages between economical, technical and social
dimensions in sustainable development.
Contents of the study unit:
Development theories
Concept of Development
National and international development policies, agreements, actors and theirs roles
Main historical features of development cooperation
Linkages of economical, technical and social dimensions in holistic and sustainable development
Selected fields of development: population growth, agriculture, urbanisation, gender, environment, democracy and
civic society
Study unit description:
Structure of studies: Multi-form teaching with contact lessons and distance learning
01139 Working and Communication in Developing Countries, 5 cr
Contents of the study unit:
Kulttuurin käsite, kulttuuri arjen määrittäjänä
Kulttuurinen herkkyys, kulttuurikompetenssi ja tapakulttuurit
Monikulttuurinen työyhteisö ja tiimityö
Kulttuurienvälinen viestintä
Osallistavan kehitystyön mahdollisuudet
toimintatavat osallistuttavassa hankesuunnittelussa, -toteutuksessa ja -arvioinnissa
Study unit description:
Opintojakson tavoitteena on kulttuurisen kompetenssin syventäminen kehitysyhteistyön toimintaympäristössä.
Opiskelija osaa toimia monikulttuurisessa yhteisössä. Hän ymmärtää kulttuurin ja kulttuurierojen merkityksen
ihmisten arjessa. Hänellä on valmiudet kulttuurienvälisen viestintään. Opiskelija osaa eri perusmenetelmiä ja niiden
mahdollisuuksia ja rajoituksia osallistavaan hankesuunnitteluun, toteutukseen ja arviointiin.
01140 Development Management Project, 5 cr
The student is able to:
Opiskelija osaa toimia kehitysyhteistyöhankkeessa. Opiskelija ymmärtää eri tieteenalojen ja oman koulutusalansa
merkityksen kehitysyhteistyökokonaisuudessa sekä osaa arvioida kehitysyhteistyön vaikuttavuutta.
Contents of the study unit:
Kotimaassa tehtävä projektityö, jonka voi myös liittää harjoitteluun tai opintomatkaan.
Arviointi: Projektiraportti
01298 Global Russia I, 3 cr
The student is able to:
Tavoitteena on lisätä opiskelijan tietoa ja ymmärrystä Venäjästä, sen historiasta ja kulttuurista. Suorittamalla
opintojaksot opiskelija vahvistaa valmiuksiaan toimia venäläisissä toimintaympäristöissä.
Contents of the study unit:
Tentittävä yleisinä tenttipäivinä teokset:
a) Kivinen M. 1998: Sosiologia ja Venäjä
b) Pesonen P. 1998: Venäjän kulttuurihistoria
c) Helanterä A. 2002: Maantieteelle Venäjä ei voi mitään
01299 Global Russia II, 2 cr
The student is able to:
Tavoitteena on lisätä opiskelijan tietoa ja ymmärrystä Venäjästä, sen historiasta ja kulttuurista.
Suorittamalla opintojaksot opiskelija vahvistaa valmiuksiaan toimia venäläisissä toimintaympäristöissä.
Contents of the study unit:
a) Referaatti teoksesta Luukkanen A. 2009: Kuka omistaa Venäjän?
b) Referaatti itse valittavasta Venäjä-aiheisesta teoksesta (teos vahvistettava etukäteen opintojakson
vastuuopettajalla).
01107 SAP- Enterprise Resource Planning Software, 5 cr
The student is able to:
Tavoite
Saada yleiskuva markkinoilla olevista integroiduista tietojärjestelmistä ja niiden tulevasta kehityksesta. Tutustua
monipuolisesti SAP-järjestelmään liiketoimintaprosessien apuna ja oppia käyttämään sitä niin, että saa valmiuden
käyttää SAPia tai muuta laajaa toiminnanoh-jausjärjestelmää erilaisissa tulevissa työtehtävissä.
Contents of the study unit:
Pienille, keskisuurille ja suurille yrityksille markkinoilla tarjottavat järjestelmät: nykyinen tilanne, kehityssuunnat ja
tulevaisuus. SAPia käyttäviä organisaatioita Suomessa.
Integroidun järjestelmän periaatteet ja toiminnanohjausprojektin haasteet yrityksessä
SAP-järjestelmän osat ja Laureassa käytössä olevat osat
Harjoitusyritys IDES AG:n esittely
SAP, monipuolisesti harjoitellen: tilaus-toimitusprosessi, tilatun tuot-teen kokoonpano ja toimitusprosessi,
henkilöstöhallinnon toimenpi-teet, taloushallinnon periaatteet
SAP, järjestelmän muokkaus: mahdollisuuksien mukaan tutustutaan järjestelmän määrittelyyn
Study unit description:
Opintojaksolla tutustutaan laajan toiminnanohjausjärjestelmän omi-naisuuksiin ja opetellaan hoitamaan SAP-
järjestelmällä yrityksen kes-keisiä prosesseja. Lisäksi pohditaan imtegroitujen järjestelmien nyky-tilaa ja
tulevaisuutta.
Previous studies:
Opintojaksoa suositellaan 2. tai 3. lukuvuoden opiskelijoille.
01082 Graphic Design, 5 cr
The student is able to:
The student masters the basics of the desktop publication design and the most common means in the printing
industry. The student knows how to use the basic tools in InDesign desktop publishing program and how to apply
them also in larger publications. The student also knows the most important features in the image processing.
Contents of the study unit:
The design and layout in the printed publications
The basics of the text typography
The use of images
The use of colours
The basics of InDesign
The basics of Photshop
Study unit description:
The students get to know the theories of publication design and also the principles in the text typography. They learn
to use images and colours by way of the theory and examples. The students will prepare numerous design
assignments both in the groups and by themselves. Optima and the other material in the internet are also used.
Previous studies:
The most common office programmes.
01084 The challenges of the sustainable development, 5 cr
The student is able to:
The students will be able to act sustainably in their own lives and also locally in the studying and working
environment. They know problems in the sustainability also worldwide and will be able to look for the alternative
ways of action. They know the principles of the responsibility in business, the environmental and responsibility
reporting and will be able to apply and develop them in business operations. The students know the principles of the
environmental communication and will be able to develop responsible communication in an organization.
Contents of the study unit:
The students own values and their sustainability
The essential concepts in the sustainable development
The Agenda 21, the aims and implementation
The Finnish indicators in sustainable development
The EU Sustainable Development Strategy
Sustainability in the own professional field
The environmental and responsibility reporting
The environmental communication
Study unit description:
The study unit is e-studies, and it begins with one day in the class, where the studies, the essential concepts and
the assignments are explained. In the e-assignments the students are discussing, reporting and making suggestions
for developing the partner organization’s operations towards responsibility and ecological sustainability.
Previous studies:
None.
01085 The quality management and evaluation, 5 cr
The student is able to:
The student will be able to work in various tasks in the quality management and develop the quality management
and the quality system in an organization. The student recognizes the quality systems as the management tools.
The student will be able to plan and implement both internal and external quality system evaluations in the
organization. The student will be able to understand and develop the indicators in the quality system and recognizes
the points of improvement in processes and operations. The student will be able to develop communication with the
interest groups from the point of view of the quality management.
Contents of the study unit:
The quality
The concept of the quality
The quality systems and certifications
The indicators and assessment
The quality and the organization strategy
The quality in the education
The quality communication
The evaluation
Preparation, planning and organizing the evaluation
The evaluation documents
The assessment tools and processes exploiting the evaluations
Study unit description:
The study unit is e-studies and it begins with a few days in the class. The concept of the quality, quality systems, the
connections between the organization strategy and evaluation processes are discussed. In the e-assignments the
students are reflecting what they have learned through the business examples and they are also participating in the
discussions in Optima. The students participate also in the evaluations in different local units either as evaluators,
listeners or by doing preparatory work.
Previous studies:
None.
00564 SENSE - Business from Innovation, 5 cr
The student is able to:
-How to utilize their own innovations in planning business operations
-How to concretize their own entrepreneurial know-how into a plan
-To understand the strengths and weaknesses of their own business plan
-To present their own business idea inspiringly and convincingly
Contents of the study unit:
To work on a business idea with the help of lectures and student materials .
Study unit description:
Sense is a business plan competition that offers its participants high-quality lectures, personal guidance and
feedback for both the business idea and plan. The students familiarize themselves with entrepreneurship and find
out the personal and general opportunities and challenges of entrepreneurship.
The aim of the study unit is to give the students the abilities to create and evaluate a business plan and to help them
to recognise their inner entrepreneurial strengths. The aim is also to help the students to refine their per-sonal
creativity and ideas as business plans.
YY7138 Tutoring, 3 cr
The student is able to:
• hahmottaa oman ammattikorkeakoulunsa ja koulutusohjelmansa tavoitteet ja toimintatavat
• suunnitella uusien opiskelijoiden sitoutumiseen liittyviä toimintatapoja
• perehdyttää uusia opiskelijoita yhteisönsä oppimisympäristöön ja –kulttuuriin
• markkinoida Laurea-ammattikorkeakoulua ja sen opiskelumahdollisuuksia
• toimia aktiivisena työyhteisön hyvinvoinnin edistäjänä
Contents of the study unit:
• Laurean yhteinen opiskelijatuutoreiden intensiivijakson toukokuussa
• toimipisteissä tapahtuva tuutoroinnin suunnittelu keväällä ja syksyllä
• uusien opiskelijoiden perehdyttämistä syksyllä ja keväällä
• Laurean opiskelumahdollisuuksien markkinoimista tarpeen mukaan(aktiivisesta markkinoinnista on mahdollista
saada lisäpisteitä projektiopintoina)
• henkilökohtainen ohjaamisen osaamisen kehittämistä
Study unit description:
Opintojaksossa syntyvä osaaminen ilmenee uusien opiskelijoiden perehdyttämisenä ja vastuullisena käyttämisenä
oman toimipisteen tai Laurean kannalta tyypillisissä opiskelijatuutorointia vaativissa tilanteissa. Osaaminen perustuu
ammattikorkeakoulun tavoitteiden ja toimintakulttuurin peruskysymysten ymmärtämiseen.
Previous studies:
Ei ole.