Opetussuunnitelma
2012
Yhteiskuntatieteiden, liiketalouden ja hallinnon ala
Laurea Leppävaara
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2012
Social Sciences, Business and Administration
Laurea Leppävaara
Bachelor's degree programmes
Opetussuunnitelma · Liiketalouden koulutus (HLA), Laurea Leppävaara · Ryhmä HLA13KN
Opetussuunnitelma 2012 – HLA13KN (englanniksi)
Curriculum · Degree Programme in Business Management (HLA), Laurea Leppävaara · Group HLA13KN
Curriculum 2012 – HLA13KN (in English)
Curriculum 2012 – HLA13KN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Business Management (Laurea Leppävaara, liko), HLA13KN
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 2. year 3. year 4. year
OP STUDIES 30 60 60 60
A007 INITIATION OF PROFESSIONAL GROWTH
A0058 Business Operating Environments 5
A0059 Business Functions 10
A0060 English for Network Economy 5
A0061 Skills and Tools for Professional Business I 10
A0062 Innovative Product and Service Development 5
A0063 Customer-Oriented Marketing 5
A0064 Corporate Law 5
A0065 Företaget i fokus (Swedish Language Studies) 5
A0066 Skills and Tools for Professional Business II 10
A015 DEVELOPMENT OF CORE COMPETENCES IN
THE FIELD
A0067 Business Plan and Entrepreneurship 5
A0068 Business Strategic Planning 10
A0072 Leadership Competence 5
A0069 Nordiskt och internationellt (Swedish Language 5
Studies)
A0070 Skills and Tools for Professional Business III 5
A0071 International business operations 5
A0153 Corporate Social Responsibility 5
A0073 English for International Business 5
A0074 Skills and Tools for Professional Business IV 5
A016 DEEPING PROFESSIONAL COMPETENCE
01225 Creating Innovation through Service Design 10
A0077 Skills and Tools for Professional Business V 5
A0075 Job Placement I 15
A010 WORKPLACE DEVELOPMENT AND RENEWAL
A0076 Job Placement II 15
00043 Thesis 15
125 ELECTIVE STUDIES
047 LAUREA'S COMMON STUDIES
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
01283 Finnish language and Communication 5
01260 Preparatory Studies in Swedish 5
01261 Preparatory Studies in English 5
01262 Preparatory Studies in Mathematics 3
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
30 60 60 60
A007 INITIATION OF PROFESSIONAL GROWTH, 60 cr
Description:
· Becoming oriented and motivated for the studies, and understanding basic business concepts and their theoretical
background
· Clarification of the objectives of the studies
· Focus on Learning by Developing
· Familiarisation with research methods
Learning process:
In the beginning of the degree programme, students acquire skills in using a number of tools for learning and
working. They learn to apply these skills particularly in relation to the LbD model. In addition to methodological skills
in investigative learning, students receive other necessary skills in tasks such as project work methods and diverse
types of communication. At the same time, they begin to familiarise themselves with the substance of business
management. Knowledge-based professional challenges focus initially on describing business management and its
operating environment, and on completing professional tasks.
A0058 Business Operating Environments, 5 cr
The student is able to:
· Find and use information related to business enviroments
· Describe the national economy as a functional entity
· Find and interpret information on the phenomena of the national economy
· Perceive causal relationships that influence the economy
Contents of the study unit:
·
· Business environment and clusters
· National economic micro and macro theories
Study unit description:
The competence gained in the study unit is based on examining the operations of and interaction between
organisations in the field. It relates to knowing the different operators in the region and why companies and
communities form clusters and networks.
Students become familiar with the basic concepts, theories and phenomena of the national economy. They learn to
follow and assess economic development from the viewpoints of both the national economy and the industry/cluster.
They understand and are able to participate in economic policy discourse.
Previous studies:
Prerequisites
None
A0059 Business Functions, 10 cr
The student is able to:
· Model the core and support processes of businesses
· Determine the relationships between a company’s functions and processes
· Assess the functionality of a company’s logistics and its links with the company's other operations
· Carry out the bookkeeping of a small company
DE Determine a customer-oriented marketing
Contents of the study unit:
· Basic business functions: financial management, logistics and marketing
· Process thinking in business operations
· External financial administration of small businesses
· Business supply chain management
Study unit description:
The competence gained in the study unit is demonstrated as an ability to describe the functions of a company as a
whole. Competence is based on analysing business operations and processes. Students learn the basics of
financial management, logistics and marketing.
Previous studies:
Prerequisites
None
A0060 English for Network Economy, 5 cr
The student is able to:
· Know the main business terminology in English
· Communicate in English, orally and in writing, on a company’s operations and processes, utilising communication
technology
· Find and use information from diverse English-language sources
Contents of the study unit:
Content
• Clusters
• Main business functions and processes
• Prospects for the Finnish economy
• Business communications as part of a company’s processes
A0061 Skills and Tools for Professional Business I, 10 cr
The student is able to:
· Create and update a project plan
· Carry out target-oriented work in projects, use project tools and produce the necessary project documentation
· Work in teams, learn together and share learning in a work community
· Plan and create a quantitative report
· Use statistical methods for a descriptive analysis
· Acquire information from various sources and evaluate it critically
· Communicate electronically
· Identify and report on the outcomes of their work, orally and in writing, using suitable tools and communication
styles
· Use word processors, spreadsheets and presentation software purposefully
Contents of the study unit:
·
· Project work
· Teamwork
· Research process
· Principles of statistical methods
· Information gathering
· Written, verbal and electronic communication
· Software tools
Study unit description:
The competence gained in the study unit relates to adopting a research-oriented and developmental approach to
work, examining business operations and environments in target-oriented ways. Students learn to solve problems in
their fields and work in projects. They develop their communication, interaction and IT skills, and can apply them in
various situations.
Previous studies:
Prerequisites
None
A0062 Innovative Product and Service Development, 5 cr
The student is able to:
· Launch a product or service development process
· Apply ideation and elimination methods to establish a viable product or service idea
· Develop an idea into a concept
·
Contents of the study unit:
· Innovations
· Product development process
· Ideation methods
· Concept development
·
Study unit description:
Competence gained in the study unit is demonstrated as an ability to produce ideas and select the most viable one
as a basis for launching a product or service concept.
Previous studies:
Business Operating Environments and Business Functions study units, or equivalent knowledge.
A0063 Customer-Oriented Marketing, 5 cr
The student is able to:
· Plan customer-oriented marketing processes
· Acknowledge customer needs
· Select the right marketing procedures for different segments
· Create and develop customer relationships
·
Contents of the study unit:
· Marketing environment
· Consumer behaviour and segmentation
· Competitive marketing methods
· Marketing communications
· Customer relationships
·
Study unit description:
Competence gained in the study unit is demonstrated as an ability to create a customer-oriented marketing and
launch plan on the developed product or service idea.
Previous studies:
Innovative Product and Service Development study unit, or equivalent knowledge
A0064 Corporate Law, 5 cr
The student is able to:
· Apply contractual knowledge
· Act in accordance with agreed rules towards company stakeholders
· Act in changing market conditions respecting the laws in force
· Apply labour legislation in management work
·
Contents of the study unit:
· Judicial attitudes
· Basic elements of a contract
· Concepts of business and consumer transactions
· Legislation applying to the pursuit of professional activities and regulations on commercial business modes as a
whole
· Intellectual property rights and product protection
· Labour legislation
·
Study unit description:
The competence gained in the study unit is demonstrated as an ability to apply laws and norms regulating business.
Students are able to acknowledge property law in commercial exchanges and the bases for the arising and
cessation of obligations.
Previous studies:
Business Operating Environments and Business Functions study units, or equivalent knowledge.
A0065 Företaget i fokus (Swedish Language Studies), 5 cr
The student is able to:
· Kommunicera muntligt och skriftligt på svenska i företagsvärlden
· Läsa och diskutera artiklar som handlar om ekonomi
· Beskriva sin egen utbildning och sina arbetsuppgifter
Contents of the study unit:
· Företagets funktioner och organisation
· Ekonomisk terminologi
· Aktuellt om företagsvärlden
· Rekrytering
Study unit description:
Studeranden når nivå B1.2. enligt den europeiska referensramen för språk (CEF).
Previous studies:
Godkänt språktest eller avlagd kurs .
A0066 Skills and Tools for Professional Business II, 10 cr
The student is able to:
Calculate the costs of product or service idea
Cost classification and allocation of costs to cost centers
Calculate the price of a product or service by using different pricing models
Assess the profitability and efficiency of a product or service
Calculate the effects of time on monetary value, use indices, and compare credit and cash purchase deals
Calculate and take into account the effects of exchange rates and inflation
Calculate and compare the income from diverse investment alternatives as well as the total cost of loans
Calculate and compare the profitability of investments
Use quantitative and qualitative research methods in development work
Use statistical methods for an explanatory analysis
Design, launch and update a simple website
·
Contents of the study unit:
Cost calculation
Pricing models
Planning finances and funding
Payroll accounting
Financial mathematics
Research methods
Online communication
·
Study unit description:
Competence gained in the study unit supports study units A0062 andA0063. It is demonstrated as an ability to adopt
an investigative work method for the product and service development process.
Previous studies:
Skills and Tools for Professional Business I study unit, or equivalent knowledge
A015 DEVELOPMENT OF CORE COMPETENCES IN THE FIELD, 50 cr
Description:
· Understanding the laws of the business world
· Understanding the significance of abstract thought
· Deeper understanding of basic theoretical concepts
Learning process:
As the shared compulsory studies progress, the knowledge-based and skill-based professional competences focus
increasingly on analysing and developing business and services. New information is developed by solving business
development problems through business, ICT and methodological competence as well as by creating various
working theories and explanations on the phenomena under investigation and development. Students test and
examine various concepts and interpretations together.
A0067 Business Plan and Entrepreneurship, 5 cr
The student is able to:
· Recognise their entrepreneurial skills
· Analyse customer needs and look for competitive advantages
· Utilise the main forecasting methods
· Find and assess business opportunities
· Create business models and earnings principles that suit their business ideas
· Create a realistic, customer-driven business plan and start up operations
· Create partnerships and networks, and recognise strategic partnerships
· Use research methods to analyse business operations
·
Contents of the study unit:
· Value networks and partnerships
· Methods of governance of the future
· Internal and external company analyses and positioning on the market
· Business ideas, business models and business plans
· Planning the finances and funding of a start-up company
Managing risk in a start-up company
·
Study unit description:
The competence gained in the study unit is demonstrated as the skill to look for and assess business opportunities,
to create a customer-oriented, realistic business model, and to compile the necessary documents for starting up a
company. Students learn to recognise and assess their entrepreneurial skills. They become familiar with factors
affecting a company’s economic and social responsibilities as well as its profitability.
Previous studies:
Business Operating Environments and Business Functions study units, or equivalent knowledge.
A0068 Business Strategic Planning, 10 cr
The student is able to:
· Analyse companies’ operations
· Use qualitative and quantitative research methods to support strategy work
· Make use of economic analyses of companies
· Compare different competition strategies
· Create an implementation plan and monitoring system suited to a specific strategy
· Use information systems in managing operations
· Manage and administer projects
·
Contents of the study unit:
· Competences as a basis for strategy
· Holistic business planning
· Initial analyses for strategic planning
· Practices in operational planning
· Strategic budgeting and investment calculations
· Financial statement and economic analysis
Using information systems in managing operations
·
Study unit description:
Students understand that all business operations must be based on strategic choices. Their competence is
demonstrated as an ability to make strategy-based decisions and plan and organise operations in practice. Students
create a strategy implementation plan based on an analysis of the current situation as a basis for developing the
company’s operations in the desired direction. The plan also includes business control and monitoring systems.
Previous studies:
Initiation of Professional Growth theme, or equivalent knowledge.
A0072 Leadership Competence, 5 cr
The student is able to:
·
· Act as responsible team members in networked communities
· Evaluate the predominant culture and values of an organisation
· Work in accordance with an organisation’s HR strategy
· Apply the rules of work legislation and collective labour agreements in practical situations as employees, managers
and/or entrepreneurs
· Develop their own and the work community’s welfare and ethical work methods
Contents of the study unit:
· Leadership
· Implementing and assuring a business strategy
· Managing a unit
· Assuring competence
· Motivating and rewarding
· Occupational welfare
· Recruitment and induction
· Change management
·
Study unit description:
The competence gained in the study unit relates to understanding the area of management, whereby students form
a concept of the diversity of the work community and employees. Students participate actively in creating a
renewing, encouraging and healthy work community. They learn to work in accordance with an organisation’s
strategy, developing their own and the work community’s abilities to respond to changes in the organisation.
Previous studies:
Business Strategic Planning study unit, or equivalent knowledge
A0069 Nordiskt och internationellt (Swedish Language Studies), 5 cr
The student is able to:
• klara sig i exportverksamhet förekommande kontakter
• förhandla i affärslivet
• diskutera aktuella ekonomiska teman
• beakta kulturskillnader i nordiska sammanhang
Contents of the study unit:
• aktuellt om ekonomi
• förhandlingar och kundkontakter
• nordisk arbetskultur
Study unit description:
Studeranden når nivå B1.2. enligt den europeiska referensramen för språk (CEF).
Previous studies:
Kurs
A0070 Skills and Tools for Professional Business III, 5 cr
The student is able to:
·
· Plan and steer a project
· Report and evaluate on project outcomes, and calculate and compare the profitability of investments
· Plan and implement market research
· Administer project cost and profitability
· Identify the risks in projects
· Manage and administer projects
· Use qualitative research methods
· Use databases and design a simple database solution
Contents of the study unit:
·
· Basics in project management
· Project management work methods
· Qualitative research methods
· Databases
· Communication skills
Study unit description:
Students understand the role of project activities and administration in today's business management. They form a
view on project activities and their management. Competence is demonstrated as an ability to manage projects
using the main project management tools and methods in practical workplace situations. Students plan, implement
and report on a project in line with the assignment relating to developing business operations with up-to-date project
management tools. They analyse a company's current situation and future using qualitative research methods. Their
IT competence is demonstrated by using current project tools and implementing an information management
solution for a small start-up company. Competence gained in the study unit supports study units A0067 and A0068.
Previous studies:
Initiation of Professional Growth studies, or equivalent knowledge.
A0071 International business operations, 5 cr
The student is able to:
· Describe the differences between a company's national and international business environments
· Analyse the internal internationalisation preconditions of a company and make justified suggestions for
development
· Utilise sources of internationalisation and international market information
· Make a preliminary target market analysis and evaluate business opportunities for a company on that market
· Compare different options for a company's internationalisation strategy and market entry mode and make a
justified suggestion for the choice
· Describe the business operations related to international business and their differences in comparison to domestic
markets
·
Contents of the study unit:
· International business environment and the role of international trade in Finland
· Internal (company resources and competences) and external (political, economical, legal, socio-cultural)
international business environments of a company
· Growth and internationalisation strategies and internationalisation paths for a product/service sector company
· Market information sourcing and choice of a target market
· Choosing the entry mode for a target market
· Growth and internationalisation networks and partnerships
· Business operations related to international trade
· Challenges in developing business operations related to international trade
·
Study unit description:
Student learn to describe and analyse the ability of a company to grow through internationalisation. Knowledge is
based on an understanding of both the challenges and opportunities of the international environment as well as the
internal internationalisation preconditions of a company, the knowledge of internationalisation strategies, entry
modes, sources of international market information and the perception of business operations related to
international trade. Students use these competences in analysing a company’s preconditions for international trade
and in drawing up a preliminary target market analysis and internationalisation strategy plan for the company.
Previous studies:
Business Strategic Planning study unit, or equivalent knowledge
A0153 Corporate Social Responsibility, 5 cr
The student is able to:
• Develop a wider approach to ethical questions and organisational values
• Combine CSR with business actions and strategy
• Discuss social responsibility issues
Contents of the study unit:
• Ethics and organisational values
• Sustainable guidelines on economic, environmental and social performance
• Responsible leadership
• Product safety
• Occupational safety and health
• Equality at work
• Diversity and multicultural issues
• Current issues on sustainability reporting and CSR standards
Study unit description:
This study unit introduces the students to the basic concept of corporate social responsibility. Organisational
responsibility is seen from three viewpoints: economic, environmental and social responsibility. The critical thinking
of the students is enhanced through discussions.
A0073 English for International Business, 5 cr
The student is able to:
· Examine the international operating environment and its principles
· Understand internationalisation strategies
· Select target markets for a business
· Use their interaction skills in multicultural environments
· Conduct negotiations and written and verbal communication related to foreign trade
· Grasp the job application process for international positions
·
Contents of the study unit:
·
· Finland’s foreign trade and global economy
· Internationalisation strategies
· Trade fairs
· Export case study and related communications
· Negotiations
· Job application process for international positions
Study unit description:
Students become familiar with Finland’s foreign trade and the global operating environment. They select a case
export strategy and target market. They take part in a trade fair project. They practise dealing with export-related
communications. They apply for a job in a foreign company. Students attain at least skill level B2 of the Common
European Framework.
Previous studies:
Business Strategic Planning study unit, or equivalent knowledge
A0074 Skills and Tools for Professional Business IV, 5 cr
The student is able to:
Use planning, analysis and decision-making tools and techniques in strategic planning
Analyze financial statements and different kinds of business reports and use them as the basis of the decisions
Make business decisions in various business contexts and consider the multidimensional aspects of these decisions
Make business decisions in groups
Contents of the study unit:
Basics of systematic business planning and analysis tools and techniques e.g. forecasting, what-if-analysis, goal
seeking and risk analysis
Management Decision making
Group Decision Making
Business Simulation Game
Study unit description:
Business Simulationgame can be used in various ways, e. g. as an exercise where class members are divided into
teams and assigned the task of running a global B2B company in head-to-head competition against companies
managed by other class members.
The use of the game allows students to apply the newly acquired theoretical knowledge in a simulated business
world. Students make realistic business decisions and analyze the results of the actions, which improves the
business skills and decision-making capabilities of the students
This study unit helps students to develop their rational decision making skills and improves their communication,
leadership, and interpersonal relation skills.
A016 DEEPING PROFESSIONAL COMPETENCE, 30 cr
Description:
· Competence deepens through studies and work experience
· Studies focus on advancing development competence and applying it to a genuine business environment
· The studies produce and increase workplace development competence
Learning process:
Optional studies develop students into innovators in their field. Students deepen the knowledge-based and skill-
based competences acquired in earlier studies in accordance with their personal study plans. They are encouraged
to adopt the role of experts in developing innovative and anticipatory understanding, knowledge and working
theories.
01225 Creating Innovation through Service Design, 10 cr
The student is able to:
carry out an innovation project applying the newest existing knowledge and service innovation and design methods
• carry out creative problem solving and development of working methods
• know the prerequisites for profitable and customer-oriented operations
• work in a diversified project
Contents of the study unit:
• service innovations
• innovation process in practice
• SID methods
• planning, conducting and evaluating an innovation project
Study unit description:
Students carry out a service innovation project.
A0077 Skills and Tools for Professional Business V, 5 cr
The student is able to:
·
· Participate in steering group activities as part of project work
· Act as steering group chairman and member in projects
· Develop meeting and negotiation skills
· Develop their interaction skills
· Utilise development and forecasting methods for developing business activities
Contents of the study unit:
·
· Managing project work
· Project steering group tasks and division of responsibility
· Project management operating models and tools
· Business development and forecasting methods
Study unit description:
The competence gained in the study unit is based on project management and steering as well as examining
interaction in these. Competence is demonstrated as familiarity with the operating methods of project management
and steering group work. Students participate in the project steering groups of new students. Their development
competence is evident in multidisciplinary environments of service design development projects.
Previous studies:
Skills and Tools for Professional Business I-III study unit, or equivalent knowledge
A0075 Job Placement I, 15 cr
The student is able to:
• analyse and structure their work contents and methods
• analyse their actions by discussing targets and how well they have been met in the work community
• improve their service competence
• contribute to developing the host company's practices/business processes
Contents of the study unit:
• Setting objectives for the job placement
• Completing a job placement
• Reporting in writing on the placement
• Feedback meeting
• Making a presentation on the placement and providing mentoring for other students according to plan
Study unit description:
Students improve their workplace skills, and observe their work and work environments from the point of view of
development.
A010 WORKPLACE DEVELOPMENT AND RENEWAL, 30 cr
Description:
· Identifying and analysing problems in development tasks
· Applying acquired theoretical knowledge and innovative competence to problem-solving using R&D methods
· The studies guide students towards independent, creative activity and support lifelong learning
Learning process:
The aim of the thesis is to develop and demonstrate the students’ ability to apply their skills and knowledge in
specialist tasks in the field, as well as to enable students to deepen their personal expertise. Graduates in Business
Management understand the opportunities of continuous renewal, and see their degree as part of a lifelong learning
process. Professional growth is supported through the LbD model in multidisciplinary learning environments and
authentic workplace projects. During their two work placements, students become familiar with jobs in the business
world.
Learning is supported by various multicultural learning environments and workshops. Students increase their
expertise through multidisciplinary projects, where they help to renew the sector and its practices by applying the
competence generated and shared in the projects.
An investigative approach and development methods are important right from the early stages of the studies, and
research and development competence is advanced during each annual theme. The aim is to attain the skills to
plan, implement and report on a thesis-level study and apply key development methods in business development
tasks.
A0076 Job Placement II, 15 cr
The student is able to:
• evaluate their professional competence and the demands of the workplace
• increase and deepen their service competence
• develop the organisation’s service functions as members of a community of experts
• create personal links with the world of work and operate in networks
Contents of the study unit:
• Setting objectives for the placement
• Completing the placement
• Reporting in writing on the placement
• Feedback meeting
• Making a presentation on the placement and providing mentoring for other students according to plan
Study unit description:
Students acquire diverse skills in working within production, planning, expert, managerial or development tasks in
the field, or as entrepreneurs.
They deepen their professional competence by participating in the creation of service innovations. They manage
and evaluate their practical work process in relation to their personal targets.
00043 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test
Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.
125 ELECTIVE STUDIES, 0 cr
Description:
Students use elective studies to deepen and broaden their competence in various themes and ge-neric
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.
Content:
Each curriculum contains a theme consisting of elective studies. In the students’ personal study plans, the theme
should be made up of the 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 higher education 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 should be classified
under this theme. The number of credits from elective studies can be set separately for each degree programme,
tak-ing into account recommendations for the field of study. The aim is to have at least 15 cr of elective studies in
each degree programme
047 LAUREA'S COMMON STUDIES, 0 cr
00202 Initial Test in English Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
01283 Finnish language and Communication, 5 cr
The student is able to:
· hyödyntää kielenhuollon ja kielitiedon apuvälineitä
· laatia asiatektejä
· kirjoittaa verkkotekstiä
· pitää erilaisia puheita ja presentaatioita
· toimia kokouksissa ja neuvotteluissa aktiivisena osallistujana
Contents of the study unit:
· Suomen kielen peruskielioppia
· Kielitietoa ja kielenhuoltoa
· Kirjoittamisen teoriaa
· Kirjoitusprosessi
· Lähteiden käyttö kirjoittamisessa
· Erilaisia tekstilajeja (essee, referaatti, tiivistelmä, artikkeli, raportti)
· Verkkoviestintää
· Puheviestinnän teoriaa
· Erilaisia puhetilanteita (tilannepuheet, presentaatiot, monenkeskiset ja kahdenkeskiset keskustelut, kokoukset,
neuvottelut)
Study unit description:
Opiskelija kehittää viestinnällisiä taitojaan ja tulee tietoiseksi omista vahvuuksistaan viestijänä. Opiskelija harjaantuu
käyttämään kielenhuollon apuvälineitä asiatekstin rakentamisessa. Hän oppii laatimaan erilaisia tekstejä ja pitämään
erilaisia puheita.
01260 Preparatory Studies in Swedish, 5 cr
The student is able to:
• ruotsin perusrakenteet
• käyttää opinnoissaan ja työelämässä tarvittavaa perussanastoa
• kirjallisen ja suullisen viestinnän perustaidot
hyödyntää monipuolisesti erilaisia menetelmiä kielitaitonsa kehittämisessä
Contents of the study unit:
• ruotsin/englannin kielen keskeiset rakenteet
• sanaston laajentaminen
• suulliset ja kirjalliset oppimistehtävät
• erilaiset oppimisstrategiat
Study unit description:
Opiskelija harjoittaa viestintätaitojaan ruotsin kielessä kehittääkseen valmiuksiaan opintoihinsa ja työelämään.
01261 Preparatory Studies in English, 5 cr
The student is able to:
• englannin perusrakenteet
• käyttää opinnoissaan ja työelämässä tarvittavaa perussanastoa
• kirjallisen ja suullisen viestinnän perustaidot
• hyödyntää monipuolisesti erilaisia menetelmiä kielitaitonsa kehittämisessä
Contents of the study unit:
• englannin kielen keskeiset rakenteet
• sanaston laajentaminen
• suulliset ja kirjalliset oppimistehtävät
• erilaiset oppimisstrategiat
Study unit description:
Opiskelija harjoittaa viestintätaitojaan englannin kielessä kehittääkseen valmiuksiaan opintoihinsa ja työelämään.
Previous studies:
01262 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.
00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 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.