Curriculum 2012 – MPA12SN (in English)

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LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Service Management (Laurea Leppävaara, marata), MPA12SN

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 of technological development provide opportunities for Finland. The internationalisation of services is
significant and challenging. In addition to the traditional service sectors such as trade and tourism, the service-
centric way of operating manifests itself also in, for example, new digital services, knowledge-based business
services, as well as well-being and administration services in the public sector. 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.

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.

Changes in the environment in which Finnish consumers operate are attributable to internationalization,
development of information society, economic risks, as well as issues relating to safety, the environment and ethics.
As a result of ageing population and 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 puts pressure on, in particular, 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 accessible.

Operating in the increasingly internationalising service sector requires interaction and multicultural competence, for
example, which manifests in the respect for different cultures, religious beliefs, and languages. For Finland, the
closest and by now also a well-known international operating environment is the Baltic countries and the Nordic
countries. Russia is also a central partner. International projects strengthen global supplier connections. As
companies and operations become increasingly international, one must be able to respond quickly to growing
multiculturalism in the sector.

Consumers want to base their choices on factors relating to health and well-being, and also on ethics. Many are
also interested in the origin of food and the conditions in which food was produced. The market for functional foods
and foods promoting well-being is growing, and consumers demand more information.

In the future, factors influencing the competence needs in the hospitality management sector will include, in
particular, internationalisation of the sector, ageing population, increasing application of technology, nutritional
challenges, and cost-savings pressures. The hospitality management sector is becoming increasingly
internationalised as foreign companies operate and compete more extensively in Finland and, correspondingly, as
Finnish hospitality management companies establish their operations in the international market. Competence is
focused on applying service operations know-how to consumer and food services as part of the hospitality
management sector. Service operations are based simultaneously on industrial service operations and on the
productisation of services. Service operations are versatile by nature, and this is why multidisciplinary competence
is needed.

An analysis of the operating environment shows that the importance of servicising and services is growing but there
is still plenty to develop. Finland needs more 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 approach each other in the near future, so their interfaces will become fruitful, in particular, from
the consumer-centric service innovations perspective. Conceptualisation and productisation of innovations created
in these interfaces will, at its best, create significant new export opportunities for Finland.

Expertise

The operating environment of the Degree Programme in Service Management straddles the boundaries of the
hospitality management sector and the food sector. The Degree Programme is linked to the consumer and food
services.

The experts in the sector work in a way that can be described as a gradual, progressive problem-solving process.
An expert continuously redefines his tasks and actions. The expert does not become set in his ways after solving a
problem but always aims to take the solution to an even higher level. Working at the higher ranges of his
competence, the expert continuously learns new things and increases his expertise. Defining expertise as a process
produces continuously developing know-how, possessed not only by individuals but also by teams, work groups and
the entire work community. A progressive problem-solving process is also a process of continuous learning,
because learning is the central element of expertise. Expertise implies constant self-reflection and learning through
various situations. (Eteläpelto & Tynjälä 2005.) The LbD model supports the process through which expertise
develops in service operations.

Laurea's strategic intent for 2015 is to be an internationally recognised university of applied sciences specialising in
future competence and metropolitan development. Laurea SID Leppävaara's profile is to fulfil this strategy by
directing its competence towards reforming services through service design. SID refers to Service Innovation and
Design.

SID means user-driver innovation, development and planning of services to ensure that the services respond to the
needs of users as well as the business targets and other aims of the service provider. 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 kinds of
business. Leppävaara SID's broad areas of focus are service business, security and social responsibility. In the
Degree Programme in Facility Management, SID is evident in the production of integrated facility services, and their
user-driven management and development. The studies emphasise diversity management, entrepreneurship,
service process development, development of the service business in the sector and close cooperation with labour
market partners

Laurea SID Leppävaara is a strong hub of research, development and innovation (RD&I) competence. 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. The Spinno Enterprise Center, which supports the growth of student and growth entrepreneurship,
forms a natural continuation of the R&D activities of the campus.

As an operator in the metropolitan area, Laurea's R&D efforts are ever more strongly 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 R&D 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 platform, and generates recognised and productive RD&I.

Competences

Service competence is in the core of the degree Programme of Service Management. Service competence is linked
to food and consumer services. In consumer services, central aspects include knowledge of the user, consumer
economy and communication as well as contributing to the well-being of consumers. In food economy services,
competence focuses on product knowledge, product safety and the connection between food and well-being.

Service management competence is diverse. Interaction and cooperation skills are central to working in the service
sector. A graduate of Service Management is capable of high-quality encounters with the customer in a manner
appropriate to each service situation. Competence focus is on development competence targeted to services,
service operations and service processes.

Innovation and design are not only methods and ways to develop services, but they are also an ideology and
operating model guiding operations. The consumer has an active role in the provision of services in that she
participates in a social network. Design competence generates information on the needs of consumers and users
visually and by means of new methods. This competence can be utilised in market research, concept development
and evaluation, planning, productisation and development of communication.

In the field of research, development and innovation competence, creativity and innovation are central success
factors of marketing, business competence and entrepreneurship. Renewal requires that consumers and residents
are involved in product development. Development of collaboration is highlighted in the networks of innovation and
development environments in particular. The public sector is in the process of reforming, the public market of
services is opening up, and more and more of public purchasing is targeted towards innovations. Creativity and
innovativeness are showing as new service ideas, renewal of production and marketing processes, and customer-
centric productisation.

Technology competence is linked to the other competence areas in the service sector. Focus is, in particular, on
ICT, biotechnology, materials technology as well as nanotechnology and environmental technology. A person with
service competence is able to apply technology competence in the provision and development of services.

Professional Growth and Annual Themes

In the Degree Service Management, students increase their competence through four annual themes. They are
Initiation of professional growth, Formation of professional competence, Deepening professional competence and
Workplace development and renewal. Each annual theme is described below in relation to general aspects, studies,
teaching and learning outcomes.

Initiation of professional growth
* This is a stage of orientation and motivation to study, and familiarisation with the service business.
* The objectives of the studies are specified and students consider questions related to their professional identity.
* In teaching, both development-based learning and familiarizing the tasks as well as professions in the service
sector are focused on.
* Students acquire competence and credits.

Formation of professional competence
* This is the experimental stage of development-based learning in the various service business operating
environments and tasks.
* Students can build their professional identities by trying out and considering various career choices in the sector.
* The focus of teaching is on linking development-based learning to various professional tasks in service business.
* The experiences students receive of the service business reinforce their professional identity and the progress of
their studies.

Deepening professional competence
* This is the stage at which the area of specialisation within the service business is specified.
* The area of specialisation is defined and core competence deepens through studies and job placement based
experiences.
* Teaching focuses on deepening development competence and applying it to developing the service business.
* The studies produce and increase workplace development competence and students gain credits.

Workplace development and renewal
* This is the stage of development and innovation competence becoming established in problem-solving.
* The studies prepare students to adopt innovative and development-focused approach in work methods and to
operate as independent entrepreneurs.
* The teaching encourages independence and creativity, as well as lifelong learning while operating in changing
service business networks.
* The studies produce innovative development professionals for expert positions in service business.

Description of the Degree Programme
Structure of the curriculum

Studies in the Degree Programme in Service Management are offered at Laurea Leppävaara. Students can obtain
more in-depth competence in the consumer services and food economy services expertise. At the early stage of
their Service Management studies, students acquire skills for studying in accordance with LbD. The basic studies at
the beginning are offered to familiarise students with the sector and its operating environment, the central ways of
operating in the field, and Laurea’s learning environments. In addition to this, the theme of Initiation of professional
growth provides skills for acting like a higher education student, responsibly and as part of teams and networks.
Students begin learning by developing through adopting an investigative and developmental approach, and learn to
take responsibility for their choices. The basic studies provide students with the most important IT skills, which will
then be honed as the studies progress. Students learn the basic skills of verbal and written communication in
Finnish and Swedish. Their professional growth begins with the creation of a personal development plan. The
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 competence enables the student to take business factors into account as
part of service operations. Leadership competence studies strengthen the students’ management, networking and
communication skills in Finnish and English as part of service competence. In the theme of professional
competence formation, students deepen their expertise in line with their own core competences. They gain skills to
act as experts in their chosen areas of expertise in service operations, either in the consumer or food economy
environment.

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 theme of internalising development
competence in service operations is in the end stage of the studies. Development competence manifests as an
established research-oriented and developmental work method. The thesis is completed towards the end of the
programme and consists of a research and development task for an employer. Learning is supported by various
learning environments and workshops. Students increase their learning skills through multidisciplinary projects in
which they renew the workplace and its practices. During their studies, students learn to act as responsible experts
in networks within and outside Laurea.

Quality assurance process

Quality assurance in the Degree Programme of Servive Management
Quality assurance in the Degree Programme is built on the European Qualifications Framework of higher education
and the Finnish Polytechnics Act. In practice, quality assurance is implemented as part of Laurea's quality
assurance system, presented in Figure 1.

The European Qualifications Framework determines the qualification requirements of a University of Applied
Sciences graduate. According to the Framework, a student should attain the level six (6) requirements so that the
student:
masters extensive and advanced knowledge of one's own field of work or study,involving a critical understanding
and evaluation of central theories, methods and principles
understands the boundaries and applicability of professional task areas and disciplines
possesses advanced skills that demonstrate comprehension of matters, ability to apply knowledge and find
innovative solutions, required in order to solve complex and unpredictable problems in a specialised field of work,
science or art

is able to manage complex professional activities or projects or to work independently in demanding expert positions
of the sector
is able to make decisions in unpredictable operating environments
has the basic prerequisites for operating as an independent entrepreneur in the sector
in addition to evaluating and developing one's own competence, is able to take responsibility for the development of
individuals and groups
has skills for continuous learning
has sufficient oral and written skills for communicating to both specialist and non-specialist audiences
is able to independently communicate and interact in international settings in at least Finnish and Swedish and one
other foreign language.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
A011 INITIATION OF PROFESSIONAL GROWTH
A0078 Service Project 10
A0079 Service Business in a Changing Operating 10
Environment
A0080 Intercultural Approach to Service Field 5
A0086 Wellness in the Service Sector 5
A0085 Perspectives on the service sector 10
A0083 User-centric service quality 10
01147 Legislation on Regulating Liquor Licences 0
01148 Certificate in Food Hygiene 0
A0081 Servicecommunication 5
A012 DEVELOPMENT OF CORE COMPETENCES IN
THE FIELD
A0091 Management of a service company´s 10
performance
A0093 Customer relationship managament 5
A0088 Organisational communication 10
A0087 Leadership in a work community 10
A0094 Service entepreneuship 10
A0095 Environmental responsibility in the service sector 5
A0153 Corporate Social Responsibility 5
A013 DEEPENING PROFESSIONAL COMPETENCE
A0096 Enquiring development of services 10
A0098 Current Issues and Future Trends 5
01225 Creating Innovation through Service Design 10
A0120 Job placement in Service production and 15
management 1
A014 WORKPLACE DEVELOPMENT AND RENEWAL
A0121 Job placement in Service production and 15
management 2
00043 Thesis 15
047 LAUREA'S COMMON STUDIES
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
00636 Written skills in Finnish 0
00637 Oral 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
60 60 60 30
A011 INITIATION OF PROFESSIONAL GROWTH, 60 cr

Description:
* This is a stage of orientation and motivation to study, and familiarisation with the service business.
* The objectives of the studies are specified and students consider questions related to their professional identity.
* In teaching, both development-based learning and familiarizing the tasks as well as professions in the service
sectot are focused on.
* Students acquire competence and credits.

A0078 Service Project, 10 cr

The student is able to:
* evaluate and develop one’s competence and learning style orientation
* create a personal competence development plan
* acquire and use information with justifications and use IT tools
* plan, implement, market, document and evaluate a service event for a specific target group in the form of a project

Contents of the study unit:
*initiation of the professional growth process and personal competence development plan
*acquiring information and IT tools
*basics of an investigative and developmental approach, and good practices for research reporting
*service event as a project
*basics in project work
*marketing of services

Study unit description:
Students organize a service event as a group making use of communication skills, 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.

A0079 Service Business in a Changing Operating Environment, 10 cr

The student is able to:
*interpret the operating environment and its changes
*specify the basic functions of a company's operations
*calculate key figures related to profitability
*present a company's operations using business models and earnings principles
*specify value chains and networks
*present issues orally and visually considering the target group

Contents of the study unit:
*operating environment and its changes
*business models and earnings principles
*networks
*financial management/profitability calculations/cost calculations in the service field
*entrepreneurship
*customer satisfaction
*principles of statistical research methods

Study unit description:
Students build a foundation for business competence. Business competence is the ability to establish a company’s
operations in its operating environment proactively. Students make use of statistical methods to improve customer
satisfaction.

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.

A0085 Perspectives on the service sector, 10 cr

The student is able to:
*Use and apply research and development methods in the planning and implementation of a project.
*Solve problems by means of research, development and innovation methods or service design methods
*Define the central operating principles and task areas within their own fields
*Act responsibly in positions within their areas of expertise

Contents of the study unit:
*Research and development process and reporting
* Orientation to the SID methods
*Process model for service design and the multisensory principle in service design
*Consumer awareness and behaviour in a consumer service environment
*Food services in a food service environment

Study unit description:
Students master the research and development process in their own areas of expertise. The perspectives applied
are those of consumer services and food services. The study unit prepares the students for working as
entrepreneurs in the sector.

A0083 User-centric service quality, 10 cr

The student is able to:
*Produce, evaluate and develop user-centric service and service processes
*Apply product knowledge and product safety competence in service operations

Contents of the study unit:
*Customer and user centred operations
*Service and service processes
*Technical and experiential quality of service, including the point of view of hygiene and nutrition
*Sales as part of service operations
*Product knowledge and product safety
*Research writing

Study unit description:
Students act in a user and customer-centric manner. They describe the quality of service by using methods of
research writing. The development measures in the study unit are linked to the real-life operating environment.

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

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

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.

A012 DEVELOPMENT OF CORE COMPETENCES IN THE FIELD, 60 cr

Description:
* This is the experimental stage of development-based learning in the various service business operating
environments and tasks.
* Students can build their professional identities by trying out and considering various career choices in the sector.
* The focus of teaching is on linking development-based learning to various professional tasks in service business.
* The experiences students receive of the service business reinforce their professional identity and the progress of
their studies.

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.
A0093 Customer relationship managament, 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.

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.

A0087 Leadership in a work community, 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 on the operations of the work community and network

Contents of the study unit:
Management and leadership
Self-leadership and leadership practices
Organisational culture and values
HR management and well-being at work
Employment matters
Study unit description:
Students are able to solve leadership-related problems in changes taking place in the organisation and society.

A0094 Service entepreneuship, 10 cr

The student is able to:
*Evaluate their opportunities for working as entrepreneurs
*Analyse the financial reports of a small business
*Select an appropriate business model for their business idea
*Formulate a realistic business plan

Contents of the study unit:
*Business idea, business models and business plan *Planning the economy and financing of a start-up enterprise
*Selection of the form of business; norms governing business operations
*Players and functions of setting up a business
*Working as an entrepreneur

Study unit description:
Students evaluate their own possibilities as entrepreneurs and develop their business ideas into business
operations. The outcome is a business plan for establishing a business.

A0095 Environmental responsibility in the service sector, 5 cr

The student is able to:
*Apply the principles of sustainable development
*Investigate the environmental impacts of operations
*Apply a qualitative research method and make development proposals to promote environmental responsibility

Contents of the study unit:
*Environmental certification and standards
*Environmental mapping and analysis
*Life cycle thinking
*Sustainable development
*Acquiring and analysing qualitative material; methods of development

Study unit description:
Students analyse and produce activities within the framework of sustainable development by using qualitative
methods. The pillars of responsible business operations are the economy, the environment and the person.

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.

A013 DEEPENING PROFESSIONAL COMPETENCE, 60 cr

Description:
* This is the stage at which the area of specialisation within the service business is specified.
* The area of specialisation is defined and core competence deepens through studies and job placement based
experiences.
* Teaching focuses on deepening development competence and applying it to developing the service business.
* The studies produce and increase workplace development competence and students gain credits.

A0096 Enquiring development of services, 10 cr

The student is able to:
*Create a knowledge foundation for service development by using various sources of information and information
systems.
*Apply information produced through research methods to and use future research methods in the development of
products and services.

Contents of the study unit:
*Consumer, consumption, market, and brand research
*Product testing and product development
· *Sensory evaluation
· *Situational and problem analyses
· *Future study methods, prediction, envisioning, scenarios

Study unit description:
Students carry out research, development and innovation projects by applying the existing knowledge and methods
in the sector. Theoretical discussion prepares them for the concept analysis and reference review of the thesis, in
other words, for the building of the knowledge foundation and argumentation.

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.

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.

A0120 Job placement in Service production and management 1, 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.

A014 WORKPLACE DEVELOPMENT AND RENEWAL, 30 cr

Description:
* This is the stage of development and innovation competence becoming established in problem-solving.
* The studies prepare students to adopt innovative and development-focused approach in work methods and to
operate as independent entrepreneurs.
* The teaching encourages independence and creativity, as well as lifelong learning while operating in changing
service business networks.
* The studies produce innovative development professionals for expert positions in service business.

A0121 Job placement in Service production and management 2, 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.

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

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.

00636 Written skills in Finnish, 0 cr

00637 Oral skills in Finnish, 0 cr

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

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.