Opetussuunnitelma
2012
Luonnontieteiden ala
Laurea Leppävaara
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2012
Natural Sciences
Laurea Leppävaara
Bachelor's degree programmes
Opetussuunnitelma · Tietojenkäsittelyn koulutus (NTA), Laurea Leppävaara · Ryhmä NTA13KN
Opetussuunnitelma 2012 – NTA13KN (englanniksi)
Curriculum · Degree Programme in Business Information Technology (NTA), Laurea Leppävaara · Group NTA13KN
Curriculum 2012 – NTA13KN (in English)
Curriculum 2012 – NTA13KN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Business Information Technology (Laurea Leppävaara, tiko), NTA13KN
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through communities and
the networks that they form. Students use projects to learn the basics of networking, social skills and communication
with experts in the field. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, comparable degrees, the process has created a system
based on two main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its
degree structure to align it with this European objective. In universities of applied sciences, the two-cycle degree is
implemented in a way that students obtain a first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
mobility, curricula must be internationally understandable. The aim of standardising the structures and learning
targets of degrees is to improve the conditions for mobility within and between higher education institutions during
the studies, and also in the workplace after graduation. In terms of the recognition and comparability of degrees
taken in different countries, it is important to link learning targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
A017 INITIATION OF PROFESSIONAL GROWTH
A0168 Developing an ICT expert 5
A0181 Integration in the Global ICT Field 5
A0197 Professional Communication in English 5
A0161 Methods and Tools for Information System 10
Development
A0162 Designing ICT Systems 5
00101 Data Network Architecture 10
A0116 Global data networks 5
A0117 Data network project 5
A0165 Business Operations and Environments 10
A018 DEVELOPMENT OF CORE COMPETENCES IN
THE FIELD
A0163 Implementing ICT Systems 10
A0001 Designing and implementing a user interface 5
A0102 Managing Information Security 5
A0111 Managing Information Security
A0104 Information Security Technologies 5
A0112 Information Security Technologies
A0106 Information Security Development Project I 5
A0113 Information Security Development Project I
A0167 Managing Business Performance 10
A0166 Leadership skills 5
A0153 Corporate Social Responsibility 5
A0202 Swedish in the ICT field 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
A0198 Organisational Communication 5
A019 DEEPENING PROFESSIONAL COMPETENCE
A0132 Creating Innovation through Service Design 10
A0013 Protecting Critical Infrastructure 5
A0108 Information Security Development Project II 5
A0119 Information Security Development Project II 5
A0142 Job placement in Information and 15
Communication Technology I
A020 WORKPLACE DEVELOPMENT AND RENEWAL
A0143 Job placement in Information and 15
Communication Technology II
00043 Thesis 15
047 LAUREA'S COMMON STUDIES
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
01261 Preparatory Studies in English 5
01260 Preparatory Studies in Swedish 5
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
125 ELECTIVE STUDIES
30 60 60 60
A017 INITIATION OF PROFESSIONAL GROWTH, 60 cr
Description:
Opiskelija osaa työelämälähtöisen tutkivan toiminnan perusteet, ennakoivan, tutkivan ja kehittävän työtavan sekä
alan tarpeelliset työmenetelmät ja työkalut. Opiskelija suorittaa toisen kotimaisen kielen virkamiestutkinnon.
The student will be able to:
• hahmottaa itsensä kehittämisen tavoitteita ja valita kehittämisen kohteita
• luoda henkilökohtaisen oppimisen tavoitteet ja suunnitelmat
• hahmottaa ja arvioida alan osaamista ennakoivan tutkimuksen avulla
• luoda sisältöjä ja hahmottaa käsitteistöä englanninkielisestä aineistosta
• toimia sosiaalisessa arvoverkostossa ja osaamista rikastavassa yhteisössä
• havaita uusien ratkaisujen ja palvelujen merkityksiä menestymisen edellytyksinä
• sitoutua ja motivoitua vaikuttavaan toimintaan työyhteisössä ja toimialueen arvoverkostossa
• tarpeelliset työmenetelmät ja työvälineet
• perustella asiat kirjallisesti
• toimia työyhteisössä ruotsin kielel
Content:
Teeman opintojaksot muodostavat kehittämisen kokonaisuuden, jonka lähtökohdat määräytyvät opiskelijan omista
lähtökohdista ja alalla menestymisen edellytyksistä. Alalla tarvittavan ydinosaa-misen ja tulevaisuuden tutkimuksen
avulla hahmotetaan tärkeitä kehittämiskohteita ja muodoste-taan kestävä pohja motivoitumiselle ja kehittäjäksi
oppimiselle. Opintojaksoissa tarkastelunäkö-kulmana on osaamisen yhdistäminen ja osaamisen tuottaminen
arvoverkostoon. Opintojaksot kiin-nittävät opiskelijan valitseman oppimisen kohteellisuuden, toiminnan ja
motivaation. Osa opinnois-ta toteutetaan ruotsinkielisenä, mikä tuottaa toisen kotimaisen kielen virkamiestutkinnon.
Learning process:
Teema on aloitusteema ja sijoittuu ammatillisen kasvun alkuun ensimmäiseen opintovuoden aloi-tukseen. Oppijan
kehittämisosaaminen ja motivaatio ilmenevät yhteisöllisenä tutkivana ja kehittä-vänä työtapana. Oppimisprosessin
lähtökohta on alan- ja alueen kehittäminen sekä toimiminen arvoverkostossa. Opiskelijan omat tavoitteet ja
kehittämisen kohteet laaditaan henkilökohtaiseksi opintosuunnitelmaksi.
A0168 Developing an ICT expert, 5 cr
A0181 Integration in the Global ICT Field, 5 cr
The student is able to:
• outline the significance of computing technology, the Internet and the World Wide Web in the modern global
business
• explain how and to what extent ICT has changed various application domain
• initiate life-long learning and continued development as an ICT professional
• define, choose and evaluate personal competence development objects and targets
• implement a personal study plan
• work in cross-cultural teams and environment
• promote interaction and cooperation in working environment
Contents of the study unit:
• Core competences of the computing, information technology, information systems and ICT
• Computers, the Internet and the World Wide Web, wired and wireless communication, types of business
applications
• Global competence needs in the ICT field
• Cross-cultural competences in multicultural teams
• LbD as working and studying model in Laurea
• Personal study plans based on student's own and regional competene analysis
Study unit description:
The competence gained in the study unit forms the basis and integration process of student into the global ICT field.
The students apply the value of their own competence as a success factor and enabler. The study unit further
describes the influence and importance of new competence in a multicultural value network and in regional
development. The study incorporates the Finnish and the international ICT degree programme students.
A0197 Professional Communication in English, 5 cr
The student is able to:
• knows how to use basic business terminology in writing and speaking
• is able to produce key business messages (formal and informal)
• knows how to deliver effective presentations
• is able to work effectively in a team
• understands the basics of intercultural communication
Contents of the study unit:
• basic business terminology in English
• business writing
• presentation practice
• international job application process
• meetings and negotiations
Study unit description:
This study unit provides an introduction to the main areas of professional communication in English with a focus on
developing business vocabulary, writing skills and spoken communication in the context of international
presentations, meetings and negotiations
A0161 Methods and Tools for Information System Development, 10 cr
The student is able to:
• jäsentää tietojärjestelmän rakenteen ja toimintaympäristön
• jäsentää tietojärjestelmän kehittämis-, käyttöönotto- ja ylläpitoprosessin
•
Contents of the study unit:
• tietojärjestelmäarkkitehtuuri
• tietojärjestelmän kehittämisprosessit ja kuvaustavat
• projektityöskentely ja työvälineet
• ohjelmointikielten perusperiaatteet
• ohjelmistoympäristöt
• ohjelmien laadinnan harjoittelu
Study unit description:
Opintojaksossa opiskelija saa yleiskuvan tietojärjestelmien kehittämisestä, käyttöönotosta ja ylläpidosta
sekä perusvalmiudet ohjelmien toteutukseen ja tietokantojen käsittelyyn.
Previous studies:
Ei ole.
A0162 Designing ICT Systems, 5 cr
The student is able to:
• hankkia kehittämiskohteeseen tarvittavaa uusinta tietoa kehittämismahdollisuuksista
• jäsentää järjestelmän rakentamisprosessin ja sen sovittamisen kehittämiskohteeseen
• määrittää järjestelmän kehittämisprojektin
• rakentaa järjestelmää muiden toimijoiden kanssa
• jäsentää liiketoimintaprosessin ja käyttäjän roolin prosessissa
• mallintaa ja kuvata järjestelmän toiminnan ja tietorakenteet
Contents of the study unit:
• järjestelmän rakentamisprosessi
• tietojärjestelmäprojektin suunnittelu
• vuorovaikutus kehittämistyössä
• liiketoimintaprosessi ja asiakkaan rooli
• tietojärjestelmän toiminnan ja käyttöliittymän alustava mallintaminen ja kuvaaminen
• ohjelmointi
Study unit description:
Opintojaksossa luodaan valmius tietojärjestelmän vaatimusmäärittelyyn sekä sen perusteella tapahtuvaan
järjestelmän ja tietorakenteen määrittelyyn ja suunnitteluun.
Previous studies:
Tietojärjestelmän kehittämisen menetelmät ja välineet -opintojakso tai vastaavat tiedot.
00101 Data Network Architecture, 10 cr
The student is able to:
• examine network architectures as a whole and analyse their functionality
• know the theories and concepts of LANs, WANs and WLANs
• describe and define operation and active equipment of a LAN
• design network solutions for a company’s operations
• justify solutions and purchases related to data networks
• work responsibly in a company’s data network
• define and implement service and network system platforms
Contents of the study unit:
• developing a data network and creating or selecting a network architecture
• assessing a data network architecture, determining its requirements and evaluating its performance
• interaction in development work
• data network design and implementation process
• describing and modelling data networks
• planning and implementing a network system initiative or project
• future network architectures and key technologies
Study unit description:
The study unit provides skills in determining the requirements of data networks and consequently defining,
designing and implementing the operation and structure of a network system.
A0116 Global data networks, 5 cr
A0117 Data network project, 5 cr
A0165 Business Operations and Environments, 10 cr
The student is able to:
• analysoida toimintaympäristön rakennetta ja muutosvoimia sekä niihin liittyviä mahdollisuuksia ja haasteita
• analysoida yrityksen liiketoimintaa liiketoimintamallien ja ansaintalogiikan avulla
• analysoida erilaisia arvoketjuja ja -verkostoja
• erotella yrityksen liiketoiminnan perustoiminnot
• esittää asioita suullisesti
Contents of the study unit:
• liiketoimintaosaaminen
• toimintaympäristön rakenne ja keskeiset muutosvoimat
• verkostot ja arvoketjut
• liiketoimintamallit ja ansaintalogiikat
• yritystoiminta ja yrittäjyys
• viestintä ja vuorovaikutustaidot
• sopimus-, yhtiö- ja kilpailuoikeuden perusteet
Study unit description:
Opintojaksossa syntyvä osaaminen ilmenee kokonaisvaltaisena näkemyksenä liiketoimintaympäristöstä.
Osaaminen on yritystoiminnan kokonaisuuden jäsentämistä toimintojen kautta. Keskeistä on osata yleisellä tasolla
eritellä, ketkä ovat yrityksen asiakkaita, miten asiakkaille luodaan arvoa, mikä on ansainnan mekanismi yrityksessä,
mikä on yrityksen tapa toimia ja ketkä ovat sen kumppaneita.
Previous studies:
Ei ole.
A018 DEVELOPMENT OF CORE COMPETENCES IN THE FIELD, 60 cr
A0163 Implementing ICT Systems, 10 cr
The student is able to:
• muodostaa järjestelmän suunnitteludokumenttien pohjalta tarkoituksenmukaisia ja käyttökelpoisia ohjelmia ja
komponentteja
• ohjata tietojärjestelmäprojektia
• käyttää tietokannan suunnittelun perustekniikoita ja kuvaustapoja
• toteuttaa ja testata sovelluksen ohjelmat
Contents of the study unit:
• tietojärjestelmäprojektin ohjaus
• tietokannan suunnittelu ja toteutus
• sovelluksen tietokannan toteuttaminen
• järjestelmän ohjelmiston ja tietokannan testaus
• ohjelmointi
Study unit description:
Opintojaksossa luodaan valmius tietojärjestelmän toteutukseen ja testaukseen.
Previous studies:
Tietojärjestelmän määrittely ja suunnittelu –opintojakso tai vastaavat tiedot.
A0001 Designing and implementing a user interface, 5 cr
A0102 Managing Information Security, 5 cr
The student is able to:
A0111 Managing Information Security, 5 cr
The student is able to:
• Apply the basic principles of information security
• Use risk management methods in developing information security
• Protect organisations from information risks
• Plan a comprehensive information risk management system for an organisation, applying technical and
administrative measures
• Formulate continuity plans for information systems
Contents of the study unit:
• Basic concepts of information security
• Information security management system
• Information security standards
• Information security policy
• Information risk management
• Implementation of information security safeguards
• Personnel security and information security awareness
• Continuity planning
• Privacy protection and related legislation
Study unit description:
This study unit presents the central aspects of information security and principles of information security
management. The themes include information risk management, information security management and
development and practical implementation of information security in an organisation. The objective is to build
competence to manage information risks of an organisation.
A0104 Information Security Technologies, 5 cr
The student is able to:
· tunnistaa ja analysoida tietojärjestelmien haavoittuvuuksia
· arvioida ja soveltaa teknisiä tietoturvallisuusratkaisuja
Contents of the study unit:
· IP-verkkojen tietoturvallisuus
· salakirjoituksen perusteet ja sovellukset
· julkisen avaimen infrastruktuuri
· tiedon luottamuksellisuuden ja eheyden turvaaminen yksityisissä ja avoimissa verkoissa
· tietojärjestelmien ja sovellusten tietoturvallisuus
· tietojärjestelmien haavoittuvuuksien hallinta
· tietojärjestelmiin tunkeutumisen havaitseminen ja estäminen
Study unit description:
Opintojakso esittelee tietoturvallisuuden teknisiä ratkaisuja sekä niiden soveltamista. Keskeiset teemat ovat
salakirjoitus ja sen sovellukset sekä tietoverkkojen turvallisuuskysymykset. Tavoitteena on oppia hyödyntämään
teknisiä tietoturvaratkaisuja organisaation tietoturvallisuuden toteuttamisessa.
Previous studies:
Tietoturvallisuuden hallinta (tai vastaava)
A0112 Information Security Technologies, 5 cr
The student is able to:
• ununderstand the importance of information security technologies
• understand the significance of encryption and how to utilised its features
• identify and analyze vulnerabilities of information systems
• evaluate and apply technical information security measures
Contents of the study unit:
• Security of IP-networks
• Principles and applications of encryption
• Public Key Infrastructure
• Protection of confidentiality and integrity of information in private and public networks
• Information security of information systems and applications
• Information system vulnerability management
• Information system intrusion detection and prevention
Study unit description:
Study unit presents technical safeguards related to information security and application of those safeguards. Central
themes include encryption and its applications, and information security issues related to information networks.
Objective is to learn to utilize technical information security measures while implementing organisation’s information
security.
Previous studies:
Managing Information Security
A0106 Information Security Development Project I, 5 cr
The student is able to:
· Compose and describe a development process for information security based on an information security
management methodology
Contents of the study unit:
· Conducting an information security development project
Study unit description:
Students work in teams to create an information security development plan for a target organisation.
Previous studies:
Managing Information Security
A0113 Information Security Development Project I, 5 cr
The student is able to:
Conducting an information security development project compose and describe a development process for
information security based on a proper, applicable information security standard.
Contents of the study unit:
Compose and describe a development process for information security based on an information security
management methodology.
Study unit description:
Students work in teams to create an information security development plan for a target organisation.
Previous studies:
Managing Information Security
A0167 Managing Business Performance, 10 cr
The student is able to:
• määrittää yrityksen kriittiset menestystekijät ja hahmottaa liiketoiminnan tavoitteiden strategialähtöisyyden
• jäsentää liiketoiminnan tavoitteita sekä taloudellisesta näkökulmasta, asiakkaan näkökulmasta, sisäisen
toiminnan näkökulmasta että osaamisen ja sitoutumisen näkökulmasta
• tulkita ja hyödyntää yrityksen taloudellisia analyysejä
• tulkita yritystoimintaa sääteleviä normeja ja niiden merkitystä yrityksen toiminnan kannalta
Contents of the study unit:
• sisäisen ja ulkoisen laskentatoimen perusteet
• liiketoimintasuunnitelma
• liiketoiminnan eettisiä kysymyksiä
• tietojärjestelmät toiminnan ohjauksessa
Study unit description:
Opintojaksossa syntyvä osaaminen ilmenee tärkeimpien liiketoiminnan tavoitteiden ja mittareiden hallintana sekä
toimintaa tukevien tietojärjestelmien hyödyntämisenä. Keskeistä on ymmärtää liiketoiminnan tavoitteiden
strategialähtöisyys ja erilaisten analyysien rooli liiketoiminnan kokonaisuuden hallinnassa. Osaaminen ilmenee
myös taitona arvioida liiketoiminnan eettisyyttä ja kehittää liiketoiminnan käytänteitä eettisesti, taloudellisesti,
sosiaalisesti ja ekologisesti kestävämpään suuntaan.
Previous studies:
Yrityksen liiketoimintaympäristö ja liiketoimintamallit.
A0166 Leadership skills, 5 cr
The student is able to:
• Analysoida ja kehittää omaa johtamisosaamistaan
• Suunnitella, toteuttaa ja edistää työyhteisön toimintaa
• Soveltaa johtamisen pääperiaatteita työyhteisön ja verkoston toiminnassa
Contents of the study unit:
• Itsensä johtaminen ja johtamisen käytänteet
• Johtajuus ja johtaminen
• Organisaatiokulttuuri ja arvot
• Henkilöstöjohtaminen
• Työhyvinvointi
• Työlainsäädäntö ja työsuhdeasiat
Study unit description:
Opiskelija osaa ratkaista johtamiseen liittyviä tilanteita organisaation ja yhteiskunnan muutoksissa.
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.
A0202 Swedish in the ICT field, 5 cr
The student is able to:
• toimia tietojenkäsittelyalan tehtävissä ruotsin kielellä
• vuorovaikutteisen asiakaslähtöisen viestinnän
• hankkia ja hyödyntää tietojenkäsittelyyn liittyvää tietoa
Contents of the study unit:
• keskeinen ict- ja yritysterminologia
• asiakaslähtöinen suullinen ja kirjallinen viestintä
• opiskelijan itsensä, koulutuksen ja työkokemuksen esittely
Study unit description:
Opintojaksossa opiskelija saavuttaa ruotsin kielessä vähintään eurooppalaisen viitekehyksen mukaisen taitotason
B1.2.
Lisäksi hän saa valtionhallinnon kielitutkinnon mukaisen arvioinnin hyvä tai tyydyttävä suullisesta ja kirjallisesta
kielitaidosta.
Previous studies:
ICT-asiantuntijaksi kehittyminen -opintojakso tai vastaavat tiedot.
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.
A0198 Organisational Communication, 5 cr
The student is able to:
• understand an organization as a communication network
• plan, implement and evaluate an organization’s communications
• enhance personal communication skills in English
Contents of the study unit:
Basics of organizational communication Planning and implementing strategic and operative communication,
Communication environments, stakeholders, channels and media, tools (including social media and new forms of
collaborative communication platforms) Measuring and evaluating communication, Enhancing personal
communication skills
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Study unit description:
ICT professionals are developing systems and networks to support business and effective communication within the
organization and with its external stakeholders. During this study unit the students will understand an organization
as a communication network and the need of supporting the organization’s strategic activities with effective
communication by using various platforms, channels or tools. Students will also be able to deepen their personal
communication skills to meet the requirements of the modern business environment and online platforms.
A019 DEEPENING PROFESSIONAL COMPETENCE, 60 cr
A0132 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:
The aim of the study unit is to acquaint the students with multidisciplinary knowledge in service innovation and
design by carry out a service innovation project. It also covers studies of different service innovation methods and
their implications for service innovation and design practice.
Previous studies:
Developing ICT Systems or equivalent knowledge.
A0013 Protecting Critical Infrastructure, 5 cr
The student is able to:
· Analysoida yhteiskunnan kannalta kriittisiä kohteita sekä niihin kohdistuvia uhkia
· Arvioida, keitä ovat kriittisen infrastruktuurin rakentajat, omistajat ja hallinnoijat
· Arvioida, keitä ovat kriittisen infrastruktuurin suojaamisen keinot ja toimijat
· Tarvittaessa johtaa kansalliseen elintärkeiden toimintojen turvaamisen strategiasta elementtejä oman
organisaation turvallisuussuunnitteluun
Contents of the study unit:
· Kriittinen infrastruktuuri, määrittely ja rajaukset
· Kriittisen infrastruktuurin suojaamisen ulottuvuudet:
· Lainsäädäntö
· Kansallinen turvallisuus
· Kansainvälinen yhteistyö
· Kriittisen infrastruktuurin rakentajat, omistajat ja hallinnoijat
o Uhkakuvasuunnittelu
o Tilannekuvan ylläpito
· Käytännön ratkaisuja ja tekniikan suomia mahdollisuuksia kriittisen infrastruktuurin suojaamiseksi
· Kriittistä infrastruktuuria suojaavat toimijat
Study unit description:
Kriittinen infrastruktuuri tarkoittaa toimintoja ja rakenteita, jotka ovat yhteiskunnan jatkuvan toiminnan kannalta
välttämättömiä. Opintojakson aikana opiskelija oppii ymmärtää mitä ovat yhteiskunnan kannalta kriittiset kohteet
sekä niihin kohdistuvat uhat. Opintojaksolla perehdytään kriittisen infrastruktuurin suojaamisen keinoihin ja
toimijoihin eri yhteiskunnallisissa tilanteissa.
Previous studies:
Teemat Ammatillisen kasvun käynnistyminen ja Alan ydinosaamisen kehittäminen
A0108 Information Security Development Project II, 5 cr
A0119 Information Security Development Project II, 5 cr
The student is able to:
• Conducting an information security development project. The project focuses on technical protection of the
target organisation’s information systems and networks.
Contents of the study unit:
• Design and describe technical information security safeguards for information systems and networks
• Conduct a development process for information security based on a chosen information security management
methodology
Study unit description:
Students work in teams to create an information security development plan for a target organisation. The content of
the project is more technical in nature than in the study unit Information Security Development Project 1
Previous studies:
• Managing Information Security (or equivalent)
• Information Security Technologies (or equivalent)
A0142 Job placement in Information and Communication Technology I, 15 cr
A020 WORKPLACE DEVELOPMENT AND RENEWAL, 30 cr
A0143 Job placement in Information and Communication Technology II, 15 cr
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
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.
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:
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.
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