Curriculum 2011 – HLVP12KN (in English)

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LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Business Management, Peer to Peer (Laurea Tikkurila, liko), HLVP12KN

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

In Laurea’s area of operation, four fifths of all jobs are in services. Growth businesses play a central role in the
metropolitan area’s competitiveness. They make up a small proportion of new start-up companies. However, they
generate a lot of new jobs. Identifying growth businesses and improving the operating conditions of companies –
especially ones offering knowledge- and competence-intensive business services – are essential in terms of
competitiveness. There is a significant volume of public sector service production in the metropolitan area.
Innovative products and methods must be utilised actively in the public sector’s own activities in order to develop
public services. Globalisation, the rapid development of information and communication technology, the shortening
life cycle of products and services, and increasing customer demands are features of the economic environment. As
a consequence, innovativeness has become a major competitive factor for companies, networks and regions. The
customer-driven innovation of products and services will begin directing companies’ operations and marking their
core processes. Customer values and cultural backgrounds are emphasised in productisation.

Organisations respond to changes in their operating environment by modernising their operations through
development projects. Using the P2P model, students learn to identify development needs, and to plan and lead
organisations’ business development projects.

Changing operating environments demand that experts know how to analyse and develop operations. P2P projects
teach students to work in dynamic, networked environments.

Competences

Competences form broad areas of expertise – combinations of an individual’s knowledge, skills and attitudes.
Finnish universities of applied sciences have decided to use a distinction between subject-specific competences and
generic competences in their classification of competence.

GENERIC COMPETENCES

Generic competences refer to competences shared by all degree programmes. They lay a foundation for students’
future participation and collaboration in the wold of work, as well as for their professional development.

The nationally defined generic competences are:
• learning competence
• ethical competence
• communicative and social competence
• development competence
• organisational and societal competence
• internationalisation competence (cf. www.ncp.fi/ects)

The competence growth achieved in these areas parallels progress in the subject-specific competences throughout
the programme, and it is measured in competence evaluations.

BUSINESS COMPETENCE

The subject-specific competences form a basis for the students’ professional development. Bachelors in Business
Administration have strong generalised business competence, being able to maintain and develop the operations of
diverse organisations. Graduates of the programme must be able to identify structures in the operating environment,
analyse and utilise change trends, develop organisations’ key functions and processes, and know the principles of
productisation and commercialisation, customer and partner relations, entrepreneurship and responsible business
management. In the P2P model, business competence is built through project work in the following thematic areas:
business operations, marketing, financial management, management and communication.

Professional Growth and Annual Themes

At the early stage of P2P studies, students familiarise themselves with the various areas of business competence
and develop into initiative-taking information gatherers, acquiring competence through diverse projects for
employers. The projects are broad entities in which students become conversant in the processes and practices
related to business operations.

As their basic studies progress, students focus on analysing and developing business operations. New information
is generated by solving business development problems and creating various kinds of work methods and working
theories regarding phenomena under investigation. Students test and examine various concepts and interpretations
together. The projects emphasise customer collaboration and networking, with a focus on peer-to-peer learning
supported by a tutor.

During their professional studies, students develop their own collaboration networks. Utilising the competence they
have acquired in prior studies, they develop it in line with their personal objectives. As experts, students are
encouraged to develop their networks and work methods. The projects are challenging in nature, aimed at
developing the operations of partner organisations. Students learn to conduct independent, overall project
management. The thesis and work placements work towards these same aims, giving students opportunities for
refining their individual career paths.

Graduates of Business Management understand the opportunities of continuous renewal, and see their degrees as
part of a lifelong learning process. Support for professional growth is based on multidisciplinary learning
environments and on learning by developing in authentic workplace projects. Figure 1 illustrates the professional
growth process.

Learning in the P2P model is based on the Learning by Developing (LbD) principle. Its five cornerstones are
partnership, experiencing, authenticity, creativity and research orientation.
Figure 1. Professional growth process (Laurea’s Pedagogical Strategy 2007, 13.)

Partnership is evident as shared activities. Students help each other in projects and learning by providing peer
support in steering groups. More experiences students provide assistance to younger students, while experts in
specific fields assist their colleagues. Laurea staff members take on the role of partners by providing guidance,
advice, questions and support for learning. It is also important for students to collaborate with representatives of the
surrounding labour market, who participate in projects in the capacity of partners and senior colleagues.

Experiencing is evident as independent activities. Students complete all their studies in genuine projects, assuming
responsibility for their own work. This allows them to experience the pros and cons of diverse operating models
while learning to be responsible for their choices and actions. Sharing experiences with diverse partners fosters the
development of cooperation skills and supports the transfer of working life values between participants.

Authenticity is evident as genuine projects. P2P studies are completed in genuine business development projects.
Working in genuine environments allows students to receive tacit knowledge and form a strong network with people
who learn to trust their competence.

Creativity is evident as continuous development. Students are constantly involved in creating new, improved,
efficient work methods.All projects are aimed at achieving development in operations, which forces students to
increase their own competence.

Research orientation is evident as knowledge-based decision-making. In order to choose the best solution for each
situation and to allow for continuous development, students have to acquire a sufficient knowledge base before
taking action. This is the main motivation for acquiring existing knowledge and generating new knowledge using
diverse research methods.

Project work in the P2P model

The P2P model is special due to the close collaboration between partners, students and P2P tutors in projects.
Partners are organisations from diverse social, commercial and industrial sectors. Students learn by working in
diverse project tasks, growing into active developers and experts in project work. The organisations, on the other
hand, gain information they need for their operations.

At the beginning of their studies, students generally participate in projects agreed by the P2P tutors; as their studies
progress, they are encouraged to find their own projects. The students’ networks of employers and contacts grow
during the programme, which makes it easier for them to find projects. Figure 2 outlines the main points in the
progress of a P2P development project.
Graduates of the P2P process have competence in line with the Bachelor-level competence requirements of the
European Bologna Process. Evaluations consider their project working skills, subject-specific knowledge and the
national generic competences (learning competence, ethical competence, communicative and social competence,
development competence, organisational and societal competence and internationalisation competence).

Evaluations of project work include team evaluations, students’ self-evaluations and assessments by the tutor.
Competence must be evident in the process, its results, the use of information sources and collaborations. During
their studies, students gain a portfolio of development projects, which details their participation in projects and their
competence development. Evaluation takes place throughout each project and is discussed through feedback in
sparring sessions held for each team at the end of the project. Students gain credits in proportion to their
contribution to the project. One credit is equivalent to around 27 hours of work.

Students are graded as Excellent (K5, development) when they can prove superior mastery of the abovementioned
competence areas, both in practice and conceptually. A Good grade (H3 – H4, applications) requires demonstration
of mastery in practice, while certain deficiencies are allowed in theoretical competence or practicalproject work. For
a Satisfactory grade (T1 – T2, doing) students must be able to follow instructions in projects, find suitable sources of
information and gather information on the topic.

Studies are evaluated on a scale of 1 to 5 and the grades are entered into the Winha system. Explanations of
competence and generic evaluations are given in the appendix to the degree certificate.

Competence evaluation

Description of the Degree Programme

Studies

In the Degree Programme in Business Management using the P2P model, studies are split into basic studies,
professional studies, elective studies, work placements and the thesis. Compulsory basic studies account for 80
credits and cover the following themes:

- business operations
- marketing
- financial management
- management
- communication.

In addition, compulsory elements include 30 cr from a work placement and 15 cr from the thesis. The topic of the
thesis is generally a development project done for an organisation.

Advanced studies in business managament account for 70 credits. In them, students can choose to specialise in
business operations, marketing, financial management, management or communication.

Elective studies account for 15 credits. They can be chosen from the advanced themes in Business Management or
from other Laurea degree programmes. Figure 3 illustrates the construction of P2P studies and the development of
project management skills in the P2P Business Management degree.
Structure of the curriculum

Basic studies 80 cr

Compulsory basic studies account for 80 credits. They cover the following themes:

- business operations
- marketing
- financial management
- management communication:

BUSINESS OPERATIONS 15 CR

Description of theme:
Business competence encompasses identifying, analysing and developing an organisation’s functions and
processes.

Core topics:
• What are the central questions in business oprations?
• How does one build and apply a business idea profitably?
• In what kinds of networks do organisations operate?

Competence gained during the theme:
• Students can evaluate and analyse the main aspects of business operations.
• They can apply a business idea in practice.
• They can identify the stakeholders and networks of an organisation.

MARKETING 15 CR

Description of theme:
The purpose of marketing is to identify the needs of an organisation’s customers and other stakeholders, and to
build, maintain and develop relationships.

Core topics:
• What does marketing mean?
• What are the tools and methods of marketing?

Competence gained during the theme:
• Students can analyse an organisation’s customer and stakeholder relationships.
• They can plan marketing measures.
• They can implement marketing measures.

FINANCIAL MANAGEMENT 10 CR

Description of theme:
Financial management refers to handling an organisation’s financialprocesses and the main related tasks.

Core topics:
• What are the main tasks in financial management?
• For what needs do financial management functions produce information?
• How is the information utilised?

Competence gained during the theme:
Students can produce information for the needs of internal and external accounting.

MANAGEMENT 20 CR

Description of theme:
The purpose of management is to plan, direct and develop an organisation’s operations in atarget-oriented manner.

Core topics:
• What is meant by management/leadership?
• What are the tools and methods of management?
• How does one lead a project?

Competence gained during the theme:
• Students can manage their own work in project and work environments.
• They can examine and analyse management in diverse organisations.
• They can find the information they need when conducting project work.
• They can use the necessary management tools in project work.

COMMUNICATION 20 CR

Description of theme:
The purpose of communication in a business is to support and further the achievement of the organisation’s targets
with the use of internal and external communications.

Core topics:
• What issues should be taken into account in communications?
• What kinds of interaction skills are needed in diverse operating environments?

Competence gained during the theme:
• Students can utilise diverse information sources appropriately.
• They can select the communication methods and tools that are suited to certain situations.
• They can produce written and verbal communications for an organisation.
• They attain at least skill level B1 of the Common European Framework in Swedish (cf. Laurea’s Language
Programme, CEF 2001).
• They attain at least skill level B2 of the Common European Framework in English (cf. Laurea’s Language
Programme, CEF 2001).
• Swedish I, 5 cr
Prerequisite: skills in Swedish equivalent to upper secondary school level.
• English I, 5 cr
Prerequisite: skills in English equivalent to upper secondary school level.
• English II, 5 cr
Prerequisite: skills in English equivalent to upper secondary school level.

Professional studies 70 cr

Advanced subject-specific studies in business management account for 70 credits. Students must select at least
two of these modules, completing a minimum of 20 credits in each and a maximum of 2 x 35 credits.

BUSINESS OPERATIONS, 0 – 35 CR

Description of theme:
BBA student’s business competence encompasses identifying,analysing and developing an organisation’s functions
and processes.

Core topics:
• How does one develop and conduct profitable business operations?
• How is an organisation run responsibly?

Competence gained during the theme:
• Students are able to develop business processes.
• They can develop innovative business solutions.
• They can work successfully with diverse stakeholder groups.

MARKETING, 0 – 35 CR

Description of theme:
The purpose of marketing is to identify, build, maintain and develop an organisation’s relations with customers and
otherstakeholders.

Core topics:
• What methods can be used to investigate the effects of marketing measures?
• How can a company’s customer and stakeholder relations be profitably developed?

Competence gained during the theme:
• Students can analyse the impact of an organisation’s marketing measures.
• They can develop an organisation’s customer and stakeholder relationships.

FINANCIAL MANAGEMENT, 0 – 35 CR

Description of theme:
Financial management refers to handling an organisation’s financialprocesses and the main related tasks.

Core topics:
• How can financial management and administration processesbe developed?
• How can accounting data be utilised in an organisation’s decision-making?

Competence gained during the theme:
• Students can interpret and utilise an organisation’s financial data.
• They can produce accounting information for use in managing the organisation’s operations.
MANAGEMENT, 0 – 35 CR

Description of theme:
The purpose of management is to plan, direct and develop an organisation’s operations in a target-oriented manner.

Core topics:
• How does one work as a manager?
• How does one manage intangible success factors?
• How can an organisation’s development needs be predicted?

Competence gained during the theme:
• Students are able to plan, evaluate and develop an organisation’s management-related functions.
• They can develop their own work in project and work environments.
• They can identify an organisation’s areas of development.
• They can acquire, initiate and lead projects.

COMMUNICATION, 0 – 35 CR

Description of theme:
The purpose of communication in a business is to support and further the achievement of the organisation’s targets
with the use of internal and external communications.

Core topics:
• What factors should be taken into account when analysing,planning and developing communications?
• How can one develop interaction skills in diverse operating environments?

Competence gained during the theme:
Students can analyse, plan and develop an organisation’s communications.

Work placement 15+15 / 30 cr

Description of theme:
Students independently acquire a place to carry out a work placement towards the end of their studies. In the
placement, the students should work as a project leader or an expert in a task that develops their professional
competence. They keep a learning diary of the placement, which is used at the end to write a report.
After the placement, students carry out a reflective discussion with their tutors. The work placement can be linked to
the thesis (cf. the Thesis section).

Core topics:
• How can I apply what I have learnt?
• How can one identify areas of development in a work environment?
• How can competence be developed further?

Competence gained during the theme:
Students are able to deepen their project-related and subject-specific competence.

Thesis 15 cr

Description of theme:
All Laurea degree programmes include a thesis that accounts for 15 credits and is linked to advanced studies. The
thesis is usually related to the student’s project and work placement, and is active in nature. These can be
conducted independently or in pairs. Laurea’s Thesis Instructions must be followed in all thesis processes. The
thesis forms a part of Laurea’s research and development work and helps students to grow professionally and to
develop their competence, also being linked to the local employment sector and to regional development. The
theme involves the completion of a maturity test. In it, students demonstrate mastery of the subject and good
language skills.

In the P2P model, the thesis is based on the students’ development projects. It emphasises collaboration with
diverse organisations, and the adoption of a developmental approach.

Core questions:
• How does one identify needs for development?
• How does one set targets for a development project?
• How does one plan a development project?
• How does one lead a development project?
• How does one carry out a development project?
• How are the results of a development project evaluated?
• How should the outcomes of a development project be communicated and put into practice?

Competence gained during the theme:
• Students can present well-grounded work-related development proposals.
• They can conceptualise the phenomena of the workplace with a basis in research data.
• They can use appropriate research and development methods for generating new information.
• They can work collaboratively and responsibly with partners in development projects.
• They can evaluate their own work and decisions critically.
• They can manage the big picture, presenting their ideas logically and with justifications.

Elective studies 15 cr

Students use elective studies to deepen and broaden their competence. Students should choose study units to
align the content of their studies with their own personal interests and career objectives. Elective studies include
multidisciplinary projects and foreign languages, among other topics.

The theme is made up of study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another institution (university of
applied sciences, university, Online University of Applied Sciences, foreign institution), that cannot be recognised for
the degree programme but that the student wishes to include in the degree, are also classified under this theme.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
0343 BUSINESS OPERATIONS
0342 MARKETING
0344 FINANCIAL MANAGEMENT
00397 Initial Test in Mathematics 0
0340 MANAGEMENT
0341 COMMUNICATION
00203 Initial Test in Swedish Skills 0
00195 Preparatory Studies in Swedish 3
01182 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
00202 Initial Test in English Skills 0
00194 Preparatory Studies in English 3
01171 English I 5
01172 English II 5
0350 WORK PLACEMENT
0352 THESIS
0353 ELECTIVE STUDIES
00189 Preparatory Studies in Mathematics 3
30 60 60 60
0343 BUSINESS OPERATIONS, 15 cr

Description:
• How does one develop and conduct profitable business operations?
• How is an organisation run responsibly?

The student will be able to:
• Students are able to develop business processes.
• They can develop innovative business solutions.
• They can work successfully with diverse stakeholder groups.

Content:
Business competence encompasses identifying, analysing and developing an organisation’s functions and
processes.

0342 MARKETING, 15 cr

Description:
• What methods can be used to investigate the effects of marketing measures?
• How can a company’s customer and stakeholder relations be profitably developed?

The student will be able to:
• Students can analyse the impact of an organisation’s marketing measures.
• They can develop an organisation’s customer and stakeholder relationships.

Content:
The purpose of marketing is to identify, build, maintain and develop an organisation’s relations with customers and
other stakeholders.

0344 FINANCIAL MANAGEMENT, 10 cr

Description:
• How can financial management and administration processes be developed?
• How can accounting data be utilised in an organisation’s decision-making?

The student will be able to:
• Students can interpret and utilise an organisation’s financial data.
• They can produce accounting information for use in managing the organisation’s operations.

Content:
Financial management refers to handling an organisation’s financial
processes and the main related tasks.

00397 Initial Test in Mathematics, 0 cr

Study unit description:
Opintojen alkaessa kaikki opiskelijat osallistuvat matematiikan lähtötasotestiin. Lähtötasotestin voi suorittaa vain
kerran. Testin avulla varmennetaan opiskelijan valmiudet koulutusalansa matemaattisten sovellutusten
aloittamiseksi. Ellei opiskelija selviydy lähtötasotestistä, hän osallistuu matematiikan valmentavalle opintojaksolle
opintojen alkuvaiheessa. Suoritettuaan valmentavat opinnot hyväksyttävästi opiskelija saa opintopisteitä luettavaksi
vapaasti valittaviin opintoihin.

0340 MANAGEMENT, 20 cr
Description:
• What is meant by management/leadership?
• What are the tools and methods of management?
• How does one lead a project?

The student will be able to:
• Students can manage their own work in project and work environments.
• They can examine and analyse management in diverse organisations.
• They can find the information they need when conducting project work.
• They can use the necessary management tools in project work.

Content:
The purpose of management is to plan, direct and develop an organisation’s operations in atarget-oriented manner.

0341 COMMUNICATION, 20 cr

Description:
• What issues should be taken into account in communications?
• What kinds of interaction skills are needed in diverse operating environments?

The student will be able to:
Competence gained during the theme:

• Students can utilise diverse information sources appropriately.
• They can select the communication methods and tools that are suited to certain situations.
• They can produce written and verbal communications for an organisation.
• They attain at least skill level B1 of the Common European Framework in Swedish (cf. Laurea’s Language
Programme, CEF 2001).
• They attain at least skill level B2 of the Common European Framework in English (cf. Laurea’s Language
Programme, CEF 2001).

• Communication I, 5 cr
• Swedish I, 5 cr. Prerequisite: skills in Swedish equivalent to upper secondary school level.
• English I, 5 cr. Prerequisite: skills in English equivalent to upper secondary school level.
• English II, 5 cr. Prerequisite: skills in English equivalent to upper secondary school level.

Content:
The purpose of communication in a business is to support and further the achievement of the organisation’s targets
with the use of internal and external communications.

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.

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.

01182 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

00202 Initial Test in English Skills, 0 cr

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.
01171 English I, 5 cr

01172 English II, 5 cr

0350 WORK PLACEMENT, 30 cr

Description:
• How can I apply what I have learnt?
• How can one identify areas of development in a work environment?
• How can competence be developed further?

The student will be able to:
Students are able to deepen their project-related and subject-specific competence.

Content:
Students independently acquire a place to carry out a work placement towards the end of their studies. In the
placement, the students should work as a project leader or an expert in a task that develops their professional
competence. They keep a learning diary of the placement, which is used at the end to write a report. After the
placement, students carry out a reflective discussion with their tutors. The work placement can be linked to the
thesis (cf. the Thesis section).

0352 THESIS, 15 cr

Description:
• How does one identify needs for development?
• How does one set targets for a development project?
• How does one plan a development project?
• How does one lead a development project?
• How does one carry out a development project?
• How are the results of a development project evaluated?
• How should the outcomes of a development project be communicated and put into practice?

The student will be able to:
• Students can present well-grounded work-related development proposals.
• They can conceptualise the phenomena of the workplace with a basis in research data.
• They can use appropriate research and development methods for generating new information.
• They can work collaboratively and responsibly with partners in development projects.
• They can evaluate their own work and decisions critically.
• They can manage the big picture, presenting their ideas logically and with justifications.

Content:
All Laurea degree programmes include a thesis that accounts for 15 credits and is linked to advanced studies. The
thesis is usually related to the student’s project and work placement, and is active in nature. These can be
conducted independently or in pairs. Laurea’s Thesis Instructions must be followed in all thesis processes. The
thesis forms a part of Laurea’s research and development work and helps students to grow professionally and to
develop their competence, also being linked to the local employment sector and to regional development. The
theme involves the completion of a maturity test. In it, students demonstrate mastery of the subject and good
language skills.

In the P2P model, the thesis is based on the students’ development projects. It emphasises collaboration with
diverse organisations, and the adoption of a developmental approach.
0353 ELECTIVE STUDIES, 15 cr

Description:
Students use elective studies to deepen and broaden their competence. Students should choose study units to
align the content of their studies with their own personal interests and career objectives. Elective studies include
multidisciplinary projects and foreign languages, among other topics.

00189 Preparatory Studies in Mathematics, 3 cr

The student is able to:
• demonstrate the basic skills of mathematical applications required by his / her field of study

Contents of the study unit:
• recapitulation of upper secondary school mathematics

Study unit description:
Student practices his / her mathematic skills and develops preparedness to complete studies in
mathematical applications within the main courses.