Curriculum 2012 – MHA13KA (in English)

Show text version

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Hotel and Restaurant Management (Laurea Leppävaara, marata), MHA13KA

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

The education and competence of Finns provide a good foundation for the development of services and
international service concepts as well as for service innovations. The flexibility offered by the country's small size
and its technological development provide opportunities for Finland. The internationalisation of services is significant
and challenging. The service-centred operating method has an impact on hospitality and event services. Thus
service research and innovation require interdisciplinary and multidisciplinary cooperation. The description of the
service sector operating environment looks at the importance, challenges, and future of service competence. The
operating environment description is supported by examining key sources that describe the development of the
sector, e.g. the Menestyvä metropoli strategy for a successful metropolitan area, Future Probe and Strategy for the
Internationalisation of Higher Education Institutions. Future challenges of the operating environment have been
examined in cooperation with workplace and student representatives. The Master's degree in Service Operations
and the needs of the related operating environment have also served as a framework.

An increasing proportion of services highlights the importance of service development and innovation. In the future,
service innovations will be crucial to the success of Finland: they will improve economic efficiency, create cost-
savings, generate new operations, and open up new export possibilities. Innovations include technological, service
and social innovations. The visual service design methods used in developing innovations make it possible to
become aware of also hidden needs of consumer-users and to awaken creativity in a new, inspiring way.

As a result of the ageing of the population as well as multiculturalism, the structure of consumption changes and
commodities become increasingly complex. In terms of consumer needs, it is important to understand the consumer
as an active player. This especially puts pressure on the availability of services and on safeguarding the well-being
of consumers. Service operations are affected by the significant increase in demand for well-being services. Today,
service consumption is considered to be everyone's right, so services need to be user-friendly.

Operating in the increasingly international service sector requires interaction and multicultural competence, which is
demonstrated as respect for different cultures, religious beliefs and languages. For Finland, the closest and most
familiar international operating environment comprises the Baltic countries and the Nordic countries. Russia is also
an important partner. International projects strengthen global supplier connections. As companies and operations
become increasingly international, growing multiculturalism in the sector must be responded to rapidly.

The future competence needs of hospitality management will particularly be affected by internationalisation, ageing
of the population, technological advancements in the sector, nutritional challenges and cost-saving pressures. The
sector becomes increasingly international, as a growing number of international companies operate and compete on
the Finnish market, and as correspondingly Finnish companies participate on foreign markets. Competence
development focuses on applying service know-how to restaurant and facility services as part of the hospitality
management sector. Service provision is based simultaneously on industrial service operations and the
productisation of services. Service operations have a complex character, which requires multidisciplinary knowledge.

An analysis of the operating environment indicates an increased role of services and servicing, but there is still
plenty of development areas. Finland requires increasingly practical competence, research, development, and
innovations in service operations. There will be great demand for diverse and comprehensive services in the future.
Almost all service sectors will become increasingly unified in the near future, and their interfaces will become fruitful
in particular from the perspective of consumer-centred service innovations. Conceptualisation and productisation of
innovations created in these interfaces will at best create significant new export opportunities for Finland.

Expertise

The hospitality sector demands diverse expertise. In addition to knowledge, skills and competence, expertise in the
field involves values, attitudes, critical thinking, flexible operations and understanding the links between different
functions. The sector's core competence areas include predicting future changes and managing competence and
change. Those who work in the sector must be able to analyse global trends and recognise even weak signals
within the industry. Expertise focuses on recognising customer needs.

The increasingly international hospitality sector requires interaction skills, multilingualism and cultural skills, which
are demonstrated as a respect for and knowledge of cultures, religions and languages. Tasks and entrepreneurship
in the field also demand competence in service operations, research, development and innovations. Service
provision is based simultaneously on industrial service operations and on the productisation of services. Service
operations are diverse in nature and separate from any individual scientific field's criteria; they strive to understand
phenomena as they are. Multidisciplinary knowledge and applying it to activities is vital.

Laurea's strategic intent for 2015 is to be an internationally recognised university of applied sciences specialising in
future competence and metropolitan development. Laurea Leppävaara's profile is to fulfil this strategy by directing its
competence towards reforming services through service design. Laurea Leppävaara's profile is defined as Service
Innovation and Design (Laurea SID). SID is a cross-disciplinary, practically oriented and applied method that
combines business, design and ICT competence. SID competence relates to systematically completing change
processes, implementing new models and creating new business types. Leppävaara SID's broad areas of focus are
service operations, security and social responsibility.

Laurea SID is a strong hub of research, development and innovation (RDI) activity. The extensive RD&I project
cluster at the Leppävaara campus forms a platform for Learning by Developing (LbD). The campus participates in
many expert groupings, including centre of expertise efforts, strategic top expertise hubs and individual
organisations. Projects form a challenging and genuine objective for students, while improving their R&D
competence.

As an operator in the metropolitan area, Laurea's R&D efforts are increasingly oriented towards international
partnerships. The campus offers degree programmes in English. In addition, each degree programme in Finnish
includes a semester in English. Laurea SID Leppävaara is a multicultural work and study environment. All those who
work and study at Laurea SID Leppävaara have opportunities to participate in international networks in various
professional capacities. International RDI projects expand the operating environment and enrich learning. Project
work opens doors to international value networks, areas of top innovation and the transfer of competence to form a
learning environment, and generates recognised and productive RDI.

Competences

The competence of Bachelors of Hospitality Management focuses on service, business, management and RDI
competence (research, development and innovation activities). They also require communication, interaction and
network competence.

Service competence is closely linked to knowledge of the value base of the industry, and to understanding the
significance of these values. Graduates recognise customer needs and develop services and service processes on
the basis of research knowledge in the field. Using information and communication technology will be emphasised in
the service competence of Bachelors of Hospitality Management in the future. Graduates understand and recognise
the significance of diverse cultural backgrounds and can work with people from different cultures. They can work in
different languages in various customer service and interaction situations, and use diverse communication styles. In
addition, the importance of written language skills increases. Multicultural skills involve an actively international
approach, language skills and an awareness and tolerance of different cultures, which are manifested both as
knowledge and tolerance.

Service business competence is apparent as a holistic view of business environments and clusters in the sector,
and the role of an individual company within these. Graduates’ competence consists of skills in customer
relationships, partnerships, finance and service entrepreneurship. Mastery of customer-oriented operations is
evident as the ability to manage and develop customer relationships and to act in partnership networks. Bachelors
of Hospitality Management have the ability to use internal and external accounting to compare the effects of various
operating methods on the operations of a service business. Entrepreneurship is internal entrepreneurship,
consisting of being active, taking initiative, coming up with new ideas, and managing one's own actions. Graduates
can act in accordance with sustainable development.

Service management competence is diverse. Interaction and cooperation skills are central to working in the service
sector. Graduates of Hospitality Management are capable of high-quality encounters with customer in a manner
appropriate to each service situation. Competence focuses on development competence in services, service
operations and service processes. Graduates are familiar with professional ethics of the industry and take these into
account in relations and decision-making. They develop their own and the work community’s occupational welfare in
diverse ways.

Development competence relates to identifying development needs and solving them creatively using various
research and development methods. Graduates have mastered a developmental and entrepreneurial approach to
work. They recognise and predict customer needs. They are familiar with the different levels and process stages of
service innovations, and can participate in creating them. Innovation and Service Design are not only methods and
ways to develop services, but they are also an ideology and operating model guiding operations. Service Design
competence generates knowledge on user needs in a visual form using latest methods. This competence can be
utilised in market research, concept development and evaluation, planning, productisation and development of
communication.

Professional Growth and Annual Themes

In the Degree Programme in Hotel and Restaurant Management, students increase their competence through four
annual themes. These include: initiation of professional growth, formation of professional competence, deepening
professional competence and acquiring service development competence. Each annual theme is described below in
relation to general aspects, studies, teaching and learning outcomes.

Acquiring a student role
* A stage of orientation and motivation to study.
* The objectives of the studies are specified.
* The focus of teaching is on Learning by Developing.
* Students acquire competence and credits.

Developing professional competence
* The focus of teaching is on linking LbD to various development tasks in service operations.
* The experience students gain from development reinforces their competence and study progress.

Deepening professional competence
* A stage for specifying the area of specialisation within the service sector.
* Studies focus on advancing development competence and applying it to service operations.
* The studies produce and increase workplace development competence and students gain credits.

Workplace development and renewal
* A stage of development and innovation competence becoming established in problem-solving.
*The studies prepare students to adopt innovative and development-oriented work methods and to operate as
independent entrepreneurs.
* Teaching supports creativity and lifelong learning in changing operating environments of service operations.
* The studies produce innovative development professionals to fill expert positions in service operations.

Description of the Degree Programme

The degree programme in Hotel and Restaurant Management is arranged at Laurea SID Leppävaara. The 3.5-year
programme provides students with a broad understanding of the hospitality management industry.

At the early stages of the programme, students of the degree programme acquire the knowledge and skills for
studying in accordance with the LbD model. Basic studies are offered to familiarise students with Laurea's operating
environment and higher education studies. Students begin learning by developing through adopting an investigative
and developmental approach, and they learn to take responsibility for their choices. The basic studies also provide
students with the most important IT skills, which will then be honed as their studies progress. Their professional
growth advances with the creation of a personal development plan. Students build their own learning programme by
choosing elective studies from within or outside their own degree programme.

The professional studies focus on responsible business, management, development and innovation, as well as
service design expertise. Business know-how is evident as the ability to take business factors into account as part of
service operations. Leadership studies strengthen the students' management, networking and communication skills
in Finnish and other languages as part of their service business competence.

Work placement is closely linked to the theme of deepening one's professional skills and internalising development
competence in service operations as well as to competence acquired within the themes. Students broaden and
deepen their expertise by participating in the workplace as developers. The thesis is completed towards the end of
the programme, and consists of a research and development task for an employer.

Structure of the curriculum

The degree programme in Hotel and Restaurant Management includes basic and professional studies, elective
studies, work placements that increase professional competence, and a thesis. The degree consists of 210 credits.
The curriculum involves 30 credits in basic studies, 105 credits in professional studies, 30 credits in elective studies,
30 credits on work placements and 15 credits in the thesis.

The aim of basic studies is to provide students with a broad understanding of the status and significance of the field
in the society, the workplace and the international context; to give them experience of general theoretical principles
and communication; and to provide an opportunity to develop their language skills.

Professional studies are designed to familiarise students with the main problems and applications of the field in
question and their bases in science and competence, so that graduates are able to work independently as experts
and entrepreneurs, and participate in developing the work community.

The objective of work placement is to provide an introduction to the different areas of service operations, particularly
to the most important development and management tasks in the sector and to the application of theoretical
knowledge in the workplace. The aim of the thesis is to develop and demonstrate the students' skill in applying their
knowledge and expertise to a practical specialist task related to the studies.

Quality assurance process

The Polytechnics Act 2005/413 provides the framework for the Degree Programme Hospitality Management. Based
on the government decree on polytechnics, the general objective of the studies leading to a Bachelor's degree at
universities of applied sciences is to provide the student with: extensive practical basic knowledge and skills as well
as the related theoretical foundation for working in expert positions in the sector, prerequisites for monitoring and
promoting the development in the relevant sector, skills for continuous learning, adequate communication and
language skills as well as skills required by international operations in the sector.

In the Degree Programme, quality assurance is carried out through the evaluation and development of curricula,
and, in implementing the Degree Programme, through a student feedback system. The curriculum of the Degree
Programme is developed annually based on the feedback received from various stakeholders. Curriculum
development takes into account the perspectives of the employment sector and student representatives. In addition
to the feedback collected at the beginning, the middle and the end of the studies, the student feedback system also
consists of workload and welfare surveys. Feedback collected from each study unit is used to systematically
develop the study units in teams of teachers. The requirements of the curricula are based on an international and
national framework for degree requirements. These have been used as the basis for constructing a study evaluation
system from the perspectives of the initial and final study stages. Study unit evaluation based on evaluation criteria
takes place through self-evaluation, peer evaluation, workplace evaluation and evaluation by teachers.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
A804 ACQUIRING A STUDENT ROLE
A9027 Project Competence 10
A9028 Operations of a Service Company 10
A9029 Customer-Centred Service Operations 10
01148 Certificate in Food Hygiene 0
01147 Legislation on Regulating Liquor Licences 0
A0081 Servicecommunication 5
A0080 Intercultural Approach to Service Field 5
A0086 Wellness in the Service Sector 5
A9030 User-Centred Service Product 10
A0153 Corporate Social Responsibility 5
A805 DEVELOPING PROFESSIONAL COMPETENCE
A9031 Leadership Competence 10
A0088 Organisational communication 10
A9032 Service Development Competence 10
A0091 Management of a service company´s 10
performance
A9033 Management in Hospitality Field 5
A806 DEEPENING PROFESSIONAL COMPETENCE
01225 Creating Innovation through Service Design 10
A9034 Customer Relationship Management 5
A9035 Analysing and Forecasting Business Operations 10
A0098 Current Issues and Future Trends 5
A9036 Service Operation Placement 1 15
A807 DEVELOPMENT AND RENEWAL OF THE
EMPLOYMENT SECTOR
00043 Thesis 15
A9037 Service Operation Placement 2 15
047 LAUREA'S COMMON STUDIES
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
125 ELECTIVE STUDIES
01260 Preparatory Studies in Swedish 5
01261 Preparatory Studies in English 5
01283 Finnish language and Communication 5
30 60 60 60
A804 ACQUIRING A STUDENT ROLE, 60 cr

Description:
* Kyseessä on opisekeluun orientoitumisen ja motivoitumisen vaihe.
* Opiskelun tavoitteet selkiytyvät.
* Opetuksen keskiössä ovat kehittämispohjainen oppiminen.
* Opinnot tuottavat osaamista ja opintopisteitä.

A9027 Project Competence, 10 cr

The student is able to:
* Evaluate and develop their competence and learning methods
* Create a personal competence development plan
* Acquire and use information with justifications and use IT tools and social networks
* Examine and evaluate a service event as a project.

Contents of the study unit:
* Create a personal competence development plan
* Acquiring information and IT tools for online learning
* Basics of an investigative and developmental approach, and good practices for research reporting
* Service event as a project
* Basics in project work

Study unit description:
Students examine event arrangement as a project while developing their communication skills. They deepen their
IT, team work and project work skills. Conceptual and critical thinking and evaluating personal development needs
create a foundation for investigative activities at a university of applied sciences.

A9028 Operations of a Service Company, 10 cr

The student is able to:
* Specify the basic functions of a service company's operations
* Calculate key figures related to profitability
* Present a service company's operations using business models and earnings principles

Contents of the study unit:
* Business models and earnings principles
* Cost accounting and cost calculations of a service company
* Entrepreneurship in the sector
* Using statistical research to measure customer satisfaction

Study unit description:
Students build a foundation for business competence. Business competence is the ability to establish a service
company's operations proactively. Students make use of statistical methods to develop customer satisfaction.

A9029 Customer-Centred Service Operations, 10 cr

The student is able to:
* Evaluate and develop user-centred service and service processes using the Service Design model
* Examine service quality and marketing in service operations
Contents of the study unit:
* User-centeredness
* Service development using the Service Design model
* Service quality
* Marketing as part of service operations
* Research writing
* Possibility to attain a hygiene proficiency certificate and alcohol dispensing license

Study unit description:
Students act in a user-centred manner. They describe service quality using the methods of research writing.
Development measures relating to the study unit are implemented through the Service Design model.

01148 Certificate in Food Hygiene, 0 cr

The student is able to:
• apply his/her knowledge in food hygiene in all parts of the self-supervision elements of the HACCP quality control
system at a company.

Contents of the study unit:
• The law of food hygiene
• Self- supervision based on the principles of the HACCP concept (Hazard Analysis and Critical Control Points)
• Hygienic quality; hygiene quality of surfaces and food safety, hygienic working methods and personal hygiene

Study unit description:
• Student familiarizes him/herself with the law of food hygiene
• Student passes the test in food hygiene proficiency successfully

01147 Legislation on Regulating Liquor Licences, 0 cr

The student is able to:
• Apply the legislation concerning regulation of liquor licences in customer service

Contents of the study unit:
· Legislation concerning regulation of liquor licences

Study unit description:
• Student familiarizes him/herself with the legislation on liquor licences
• Student passes an exam on legislation of regulation of liquor licences successfully

A0081 Servicecommunication, 5 cr

The student is able to:
*participate actively in tasks in the field in the Swedish language
*acquire and make use of Swedish skills related to service culture
*communicate in Swedish, verbally and in writing
*handla aktivt i branschens olika arbetsuppgifter på svenska
*inhämta och tillämpa svenskspråkig information om servicekultur
*kommunicera skriftligt och muntligt på svenska

Contents of the study unit:
*communication, interaction and negotiation skills in Swedish, orally and in writing
*service communication
*cultural knowledge
*kommunikations-, interaktions- och förhandlingskunnande på svenska både skriftligt och muntligt
*servicekommunikation
*kulturkunskap

Study unit description:
The study unit focuses on developing diverse communication, interaction and negotiation skills in the Swedish
language for varios service contexts. Students attain skill level B1.2 as defined in the Common European
Framework, and pass the civil service language proficiency certificate in oral and written Swedish with a Good and
Saticfactory grade.
Utveckling av mångsidig kommunikations-, interaktions- och förhandlingskunnande på svenska i servicebranschens
olika situationer har stort intryck i studieperioden.
Studeranden uppnår kunskaper minst enligt den europeiska referensramen B1.2 och kommer i besittning av
statsförvaltningens språkexamens god eller acceptabel evaluering både skriftligt och muntligt i svenska språket.

A0080 Intercultural Approach to Service Field, 5 cr

The student is able to:
* Acquire and apply knowledge on cultural differences from a customer perspective
*Cooperate in multicultural communities

Contents of the study unit:
*Basics in intercultural theories
*Teamwork in an international environment
*Intercultural Customer Service

Study unit description:
Students participate in multicultural communities. Elements of cultural competence include educational cultural
awareness that supports service operations, as well as developing language skills and tolerance.

A0086 Wellness in the Service Sector, 5 cr

The student is able to:
*Support the well-being of customers
*Promote well-being in their own areas of expertise through their own actions

Contents of the study unit:
*Consumer well-being
*Well-being tourism
*Food, nutrition and well-being

Study unit description:
Students work within the framework of products and services that promote well-being. Well-being is built on the
physical, phychological, and social needs of individuals and communities.

A9030 User-Centred Service Product, 10 cr

The student is able to:
* Chart the needs of users
* Use and apply qualitative research methods
* Design user-centred service products applying a multisensory approach and the methods of service design

Contents of the study unit:
* Service design process
* Consumerism
* Multi-sensoriality
* Research process and reporting
* Acquiring and analysing qualitative data

Study unit description:
The study unit familiarises students with the necessary methods for acquiring user understanding. They implement
service design when planning service products for the hospitality management sector.

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.

A805 DEVELOPING PROFESSIONAL COMPETENCE, 60 cr

Description:
* The focus of teaching is on linking LbD to various development tasks in service operations.
* The experience students gain from development reinforces their competence and study progress.

A9031 Leadership Competence, 10 cr

The student is able to:
* Analyse and develop their own leadership competence
* Plan and implement operations in a work community
* Apply the main principles of leadership to the operations of the work community and network

Contents of the study unit:
* Leadership, management (strategic management) and supervisor activities
* Operating conditions (employment matters)
* Personnel planning (lifecycles of employment)
Study unit description:
Students are able to solve leadership-related situations
in organisational and social changes.

A0088 Organisational communication, 10 cr

The student is able to:
Plan, implement and evaluate communication in the organisation in English
Communicate in English as experts

Contents of the study unit:
*roles of communication in networks and organisations
*target-oriented planning, implementation and evaluation of an organisation’s communications Managing
communication according to plan
*expert’s communication skills
*intercultural communication

Study unit description:
Students develop communication in organisations.
The framework for competence development is formed by organisations that use Finnish and English as their
working languages and their networks.

A9032 Service Development Competence, 10 cr

The student is able to:
* Develop and apply user-centred service products and
concepts applying diverse development methods
* Strengthen their own role as developers

Contents of the study unit:
* Conceptualisation, brands and productisation
* Service production processes and
systems
* Development methods and applying these to different service environments
* Strengthening the students' development competence

Study unit description:
Students become familiar with development methods for developing service products and concepts in a diverse way.
They implement a development process from its initial stages to its implementation.
The study unit is based on competence gained in the User-Centred Service Product study unit.

Previous studies:
User-Centred Service Product, A9030

A0091 Management of a service company´s performance, 10 cr
The student is able to:
*Explain the principles of internal and external accounting *Analyse the financial status of a company using the key
figures
*Assess the principles of business profitability

Contents of the study unit:
*Basic dimensions of a company's financial administration: funding and internal and external accounting
*Financial statements and accounting documents
*Profitability accounting and budgeting; pricing and investment calculations

Study unit description:
Students evaluate service operations from a financial point of view. They acquire business competence that will be
useful for their own enterprises.

A9033 Management in Hospitality Field, 5 cr

The student is able to:

* Plan and manage services and sales office functions in a profitable and a customer oriented manner
* Apply various measurement methods to assess the productivity and effectiveness of business operations

Contents of the study unit:
* Virtual operating environment
* Business plan
* Cost effectiveness, key figure calculation and reports
* Making offers and contracts & correspondence
* Recognising customer needs and expectations; measuring customer satisfaction

Study unit description:
Student has the knowledge of operating as foreman of services in a profitable and customer oriented manner.

A806 DEEPENING PROFESSIONAL COMPETENCE, 60 cr

Description:
* This is the stage at which the area of specialisation within the service sector is specified.
* Teaching focuses on increasing development competence and applying it to service operations.
* The studies produce and increase workplace development competence and students gain credits.

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.

A9034 Customer Relationship Management, 5 cr

The student is able to:
* Build customer relationships
* Analyse and develop diverse customer relationships
* Manage customer relationships

Contents of the study unit:
* Different types of customer relationships and partnerships
* Basic processes of customer relationship management
* Direct marketing
* Customer profitability
* Customer promises and value creation
* Application of statistics

Study unit description:
Students analyse, develop and manage customer relationships. Customer information is analysed using methods
from statistics and marketing.

A9035 Analysing and Forecasting Business Operations, 10 cr

The student is able to:
* Analyse factors affecting the company's profitability
* Plan and manage service operations profitably
* Foresee service operations as a whole

Contents of the study unit:
* Business competence in service operations
* Assessment of cost effectiveness and the company's profit
* Future research methods

Study unit description:
Students deepen their service operation competence in the areas of efficiency and profitability
They apply future research methods in predicting trends in the service sector.

A0098 Current Issues and Future Trends, 5 cr

The student is able to:
*Discuss and comment on a central topical phenomenon in the society in relation to its impact on the future of
service operations.
*Use international and Finnish sources of information in their fields

Contents of the study unit:
*Most recent research knowledge and sources of information in the sector
*Internationalisation development in the sector and international trends
Study unit description:
Students deepens their competence in their own areas of expertise. The study unit may be taken as an online
course or by participating in Finnish or international trade fairs or conferences. The content and implementation of
the unit are based on the student's own area of interest and on current needs.

A9036 Service Operation Placement 1, 15 cr

The student is able to:
* Analyse and develop their competence in service operations

Contents of the study unit:
* Setting objectives for the placement
* Familiarisation with service operations in different operating environments
* Written analysis of the placement

Study unit description:
Students become familiar with two new operating environments. They analyse service operations in new operating
environments based on theoretical knowledge.

A807 DEVELOPMENT AND RENEWAL OF THE EMPLOYMENT SECTOR, 30 cr

Description:
* Stage of applying development and innovation competence in problem-solving.
* The studies prepare students to adopt innovative and development-oriented work methods and to operate as
independent entrepreneurs.
* The teaching encourages creativity and lifelong learning in changing service operation networks.
* The studies produce innovative development professional to fill expert positions in services operations.

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.

A9037 Service Operation Placement 2, 15 cr
The student is able to:
* Evaluate, develop and deepen their service operation competence and workplace development needs as
members of an expert community
* Create new personal workplace contacts and networks

Contents of the study unit:
* Setting objectives for the placement
* Developing service operations in diverse work communities
* Presentation and documentation of the development work

Study unit description:
A team of students co-develops service operations in work communities to address workplace development needs.
They deepen their professional competence by participating in the creation of service innovations.

047 LAUREA'S COMMON STUDIES, 0 cr

00635 Written skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating written skills in Swedish.

00634 Oral skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating oral skills in Swedish.

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

00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 cr

125 ELECTIVE STUDIES, 30 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

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:

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.