Opetussuunnitelma
2010
Laurean yhteiset opinnot
Laurea Otaniemi
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2010
Laurea common studies
Laurea Otaniemi
Complementary competence and common studies
Opetussuunnitelma · Yhteiset ja vapaasti valittavat opinnot (LYG), Laurea Otaniemi · Ryhmä LYG10SY
Opetussuunnitelma 2010 – LYG10SY (englanniksi)
Curriculum · Common and elective studies (LYG), Laurea Otaniemi · Group LYG10SY
Curriculum 2010 – LYG10SY (in English)
Back to Common and elective studies (LYG), Laurea Otaniemi
Curriculum 2010 – LYG10SY (in English)
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LAUREA UNIVERSITY OF APPLIED SCIENCES
Common and elective studies, Laurea Otaniemi, LYG10SY
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
G8105 Seksuaalisuuden kohtaaminen asiakastyössä 2
G0275 Client Work with Children and Families 2
G0276 Playing in a band 2
00387 Go abroad 3
00497 International Student Tutoring 5
00524 Basic Spanish 1 5
01306 Playing in a band 3
01307 Playing in a band 3
G8104 Kohtaamistaide 3
01311 English in customer service 5
01312 Italian alkeiskurssi 5
01313 Espanjan jatkokurssi 5
01314 Swedish for foreigners 3
01315 Työterveyshuolto 2
01316 Fysioterapian tutkimuksesta käytäntöön, kokeellisten 5
tutkimusten ja katsausten lukemisen taito
01317 Virve education 2
G0274 Clinical Reasoning in Physiotherapy 5
00194 Preparatory Studies in English 3
00195 Preparatory Studies in Swedish 3
00789 Swedish in Social Services 5
00791 Nursing in Swedish 5
G0008 Bookkeeping 5
00498 Student tutoring 3
0
G8105 Seksuaalisuuden kohtaaminen asiakastyössä, 2 cr
G0275 Client Work with Children and Families, 2 cr
The student is able to:
The student will be able to understand the phenomena child maltreatment and mental problems in families and to
get acquaintance with different working methods with rhese client groups.
Contents of the study unit:
Maltreatment, interviewing children, therapy for children anf families
Mental helsth issues and client work
Study unit description:
The students must participate in all lessons and write a learning diary during the course.
G0276 Playing in a band, 2 cr
The student is able to:
Opiskelija oppii soittamaan bändisoittimilla ja saa valmiuksia säestää erilaisia lauluja bändisoittimin.
Contents of the study unit:
Rumpujen, kosketinsoittimien, sähkökitaran- ja basson, vahvistimien sekä PA-laitteiden esittely ja demonstraatio.
Bändisoittimien käyttö säestyksissä ja improvisaatiossa
Blues/rock -kaavan opettelu
Erilaisten musiikkikappaleiden laulu ja säestys
Study unit description:
Opiskelijat muodostavat omat bändit ja harjoittelevat ohjatusti sekä itsenäisesti
Previous studies:
Ei ole
00387 Go abroad, 3 cr
The student is able to:
• work successfully in a foreign country’s learning and work environment.
Contents of the study unit:
• process of cultural encounters
• target country and target higher education institution, company or organisation
• Finnish culture and education system
• practical arrangements related to exchanges
Study unit description:
In order to apply for the Erasmus grant awarded by the EU or for a grant awarded by Laurea, students departing for
international exchanges or job placements must generally complete preparatory international studies.
The studies include the online studies, contact sessions and learning exercises, which vary by unit/region.
Previous studies:
Acceptance onto an international exchange or job placement.
00497 International Student Tutoring, 5 cr
The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• understand the content of their culture
• plan operating methods related to grouping international students
• familiarise international students with Finnish learning environments and cultures
• actively promote well-being in a work community
Contents of the study unit:
• intensive international student tutor training
• planning of the tutoring process at each unit
• orientation of new international students
• tutoring of exchange students throughout the exchange; participation in exchange student orientation and in
coordinated leisure activities
• developing competence in personal guidance and counselling
Study unit description:
The competence gained in the study unit relates to helping international degree and exchange students become
settled in Finland, and to behaving responsibly in typical international situations at Laurea or one of its units.
Competence is based on understanding Laurea’s objectives, the basic principles of its operating culture, and the
Finnish culture
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.
01306 Playing in a band, 3 cr
The student is able to:
Opiskelija oppii soittamaan bändisoittimilla ja saa valmiuksia säestää erilaisia lauluja bändisoittimiin.
Contents of the study unit:
- Rumpujen, kosketinsoittimien, sähkökitaran ja -basson, vahvistimien sekä PA-laitteiden esittely ja demonstraatio
- Bändisoittimien käyttö säestyksissä ja improvisaatiossa
- Blues/rock -kaavan opettelu
- Erilaisten musiikkikappaleiden laulu ja säestys
Study unit description:
Opiskelijat muodostavat omat bändit ja harjoittelevat ohjatusti sekä itsenäisesti
Previous studies:
Ei ole
01307 Playing in a band, 3 cr
The student is able to:
The student will learn to play with band instruments and gets opportunities to practice and acoompany different
songs with band instruments
Contents of the study unit:
- Introduction and demonstration og drums, keyboard, electric guitar and bass, amplifiers and PA -equipment
- Using band instruments in accompaniment and improvisation
- Learning blues and rock style
- Singing and accompanyig different songs
Study unit description:
Students will form their own bands and rehearse both independently and with the teacher
G8104 Kohtaamistaide, 3 cr
The student is able to:
Promote his/her own well-being and self-knowledge in group setting
Use different kinds of art based methods individually and in a group
Reflect his/her own learning
Contents of the study unit:
Arts and finding one´s own creativity create new in all encounters. Encounter art® is art based, multisensory and
interactional activities done individually and in a group. The aims are to strengthen personal resources, promote self-
knowledge, improve self-expression and serve ideas and tools for future work.Participation does not require prior
knowledge or experience about arts. During the course we use different kinds of art based and functional methods.
The group meets 8 times during the spring 2011. Participation requires engaging to each session.
01311 English in customer service , 5 cr
01312 Italian alkeiskurssi, 3 cr
01313 Espanjan jatkokurssi, 5 cr
01314 Swedish for foreigners, 3 cr
01315 Työterveyshuolto, 2 cr
01316 Fysioterapian tutkimuksesta käytäntöön, kokeellisten tutkimusten ja katsausten lukemisen taito, 5 cr
01317 Virve education, 2 cr
G0274 Clinical Reasoning in Physiotherapy, 5 cr
The student is able to:
Kliinisen päättelyn prosessin ymmärtäminen teoriatiedon ja aisakasesimerkkien soveltamisen kautta. Opiskelijat
omaksuvat kurssilla kliinisen päättelyn prosessin perusteiden ja mekanismien hyödyntämistä osana asiakaslähtöistä
fysioterapiatoimintaansa asiakas-esimerkkien avulla.
Contents of the study unit:
Kliinisen päättelyn käsitteen avaaminen. Kivun luokitukset, kipumallit ja kipukäyttäytyminen fysioterapian kliinisen
päättelyn prosessissa.
Study unit description:
Verkkototeutus. Aloitusluento verkossa, kurssimateriaalin pohjalta teoriateidon itsenäinen opiskelu ja
hyödyntäminen kurssitehtävissä, osallituminen verkkokeskusteluihin ja viikkotehtäviin ryhmissä. Arviointi
hyväksytty / hylätty.
00194 Preparatory Studies in English, 3 cr
The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the English language
• basic English vocabulary
Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.
00195 Preparatory Studies in Swedish, 3 cr
The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary
Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.
00789 Swedish in Social Services, 5 cr
The student is able to:
• käyttää ruotsin kieltä kirjallisesti ja suullisesti työympäristössään
• toimia asiantuntijayhteisössä käyttäen tehokkaasti viestinnän keinoja
• viestiä oman asiantuntijuusalueensa teemoista käyttäen erilaisia viestintäkanavia
• soveltaa vieraskielisistä lähteistä etsimäänsä tietoa
Contents of the study unit:
• asiakaslähtöinen suullinen ja kirjallinen viestintä
• sosiaalityön keskeinen terminologia
• työnhaku, opiskelijan itsensä, koulutuksen ja työkokemuksen esittely
Study unit description:
Opintojaksossa opiskelija saavuttaa ruotsin kielessä vähintään eurooppalaisen viitekehyksen mukaisen taitotason
B1.2. Lisäksi hän saa valtionhallinnon kielitutkinnon mukaisen arvioinnin hyvä tai tyydyttävä suullisesta ja
kirjallisesta kielitaidosta.
00791 Nursing in Swedish, 5 cr
The student is able to:
• communicate in Swedish in his/her work community
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of his /her field of expertise using various channels
• apply information gathered from sources in a foreign language
Contents of the study unit:
• oral and written professional communication
• main nursing terminology
• jog searching, introducing oneself, one´s educational background and work experience
Study unit description:
Students attein at least skill level B1.2, as defined in the Commmon European Framework.In addition, students
receive grades of good or satisfactory in oral and written language skills in accordance with the languge skill
requirements of civil servants.
G0008 Bookkeeping, 5 cr
00498 Student tutoring, 3 cr
The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• plan ways of encouraging and motivating new students
• orientate new students in the local learning environment and culture
• market Laurea and its opportunities for studying
• use the communicating and marketing skills needed in marketing Laurea
• act as mentors for students who need special support
• actively promote well-being in a work community
Contents of the study unit:
• intensive training shared by all Laurea student tutors
• planning of the tutoring process at each unit
• orientation of new students
• marketing Laurea’s studying opportunities
• acting as a student tutor
• developing competence in personal guidance and counselling
Study unit description:
The competence gained in the study unit relates to orientating new students and to behaving responsibly in typical
situations requiring student tutoring at Laurea or one of its units. Competence is based on understanding Laurea’s
objectives and the basic principles of its operating culture.