Opetussuunnitelma
2013
Yhteiskuntatieteiden, liiketalouden ja hallinnon ala
Laurea Hyvinkää
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2013
Social Sciences, Business and Administration
Laurea Hyvinkää
Bachelor's degree programmes
Opetussuunnitelma · Liiketalouden koulutusohjelma, Peer to Peer (HLBP), Laurea Hyvinkää · Ryhmä HLBP14KN
Opetussuunnitelma 2013 – HLBP14KN (englanniksi)
Curriculum · Degree Programme in Business Management, Peer to Peer (HLBP), Laurea Hyvinkää · Group HLBP14KN
Curriculum 2013 – HLBP14KN (in English)
Curriculum 2013 – HLBP14KN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Business Management, Peer to Peer (Laurea Hyvinkää, liko), HLBP14KN
INTRODUCTION TO LAUREA
Laurea's Mission
The strategic intent of Laurea University of Applied Sciences is to be ”an international developer of well-being and
competitiveness of the Helsinki Metropolitan area in 2020.
Laurea is a student-centred, international, inspiring and innovative university of applied sciences whose mission is to
conduct education, research, development and innovation activities in international value networks following the
operating model of Learning by Developing (LbD).
The students will encounter authentic workplace actors and their competence will be challenged during their studies.
A student graduating from Laurea will be able to act in new situations, anticipate future trends, develop new
operating models and examine the world with open eyes. Laurea's mission is to be an internationally networked
university of applied sciences with an operating method that creates links between learning and the working life.
This way, new competence will be produced and service innovations generated.
Competence Development
At Laurea our focus is on the student, emphasising the student's freedom and responsibility. The students are
offered an opportunity to develop their competence as required by their professional goals. Freedom means that the
learning outcomes may be achieved through different modes of studying. Responsibility means an active approach
to studying, responsibility for your own choices and a constructive and motivated attitude towards doing things
together. Laurea's staff is responsible for supporting and guiding the student's professional growth.
Internationality at Laurea means numerous opportunities for being active in various multicultural settings, developing
your language skills, going on student exchanges and taking part in international research and development (R&D)
projects.
Focus areas refer to areas of strong expertise on which the education offered by Laurea and Laurea's R&D activities
are based. Laurea's focus areas are service business, expertise in nursing and coping at home as well as security,
safety and social responsibility. Student entrepreneurship is a cross-cutting focus area, which is visible in Laurea's
activities not only as an entrepreneurial attitude and cooperation with companies but also as concrete new
businesses that the students may set up even before completing their studies.
Laurea produces experts for the future who can develop their own work, are professionally committed and have
capabilities for serving in expert tasks in their own fields.
The education aims for an extensive and strong professional competence. Workplace driven projects also develop
management competence, communication skills, creativity and ethical competence. The graduates will have
capabilities for following and promoting the development of their professional fields and for continuous improvement
of their personal professional competence. The education imparts the students adequate communication and
linguistic skills for tasks in their fields as well as for international activities and cooperation.
Campuses
All of Laurea's campuses have their unique profiles, and they offer different learning environments:
The Hyvinkää campus specialises in the renewal of welfare services. The campus has a multi professional approach
to developing financial, legal, social and health-related competence. You can study for a Bachelor's degree in Health
Care (nurse), Social Services or Business Administration. Your studies will offer you opportunities to develop
services in workplace projects together with working life specialists. The campus makes use of such development
environments as a simulation hospital, simulation classrooms and a project learning environment in the provision of
education.
In Kerava you can choose a degree programme in Business Management or Business Information Technology. You
can specialise in the management of customer-oriented service business, study tourism management or develop
specialist competence in business information technology. The Kerava campus plays a pioneering role in both
blended learning and virtual education. Learning through projects and acting in an international network of partners
will be a standard part of your studies in Kerava.
Leppävaara SID focuses on service renewal. SID stands for Service Innovation and Design, which means user-
centered innovation, development and design of services. Laurea SID provides a setting for active learning and
turns out graduates who are innovative, internationally oriented and development-focused specialists of service
business. In Leppävaara, you can study for a degree in Hospitality Management, Business Management, Business
Information Technology or Security Management.
The Lohja campus is profiled as a developer of wellbeing and services. In the Bachelor of Health Care degree
programme, nursing of adults and mental health work are emphasised. In the degree programme in business
administration, you can focus on marketing, eBusiness, management and wellbeing business. Authentic workplace
projects are carried out, and private and public sector services are developed, in such learning environments as
Terveystori ('Health Market') and Yrityslabra ('Business Lab').
On the Otaniemi campus, students generate welfare and business competence together with working life actors.
The campus is a multicultural and multidisciplinary meeting point where you can build yourself a professional
network and study for a Bachelor's degree in Health Care (physiotherapist, nurse, public health nurse), Social
Services, or Business Administration. The purpose of this network is to support the development of your
competence and to generate new services, products and business. You may also launch your own business as part
of your studies.
On the Porvoo campus, students of nursing take part in authentic workplace projects. You will build up strong basic
capabilities in wellbeing entrepreneurship and work together with companies of this field during your studies. You
will be offered opportunities for virtual study in the form of inspiring, up-to-date and versatile online implementations.
The aim of the Tikkurila campus is to promote future welfare. Its goal is to develop services in a participatory
process with customers and to boost welfare. In Tikkurila, you can study for a Bachelor's degree in Health Care
(nurse, public health nurse), Social Services (social welfare sector or correctional services), Business Administration
or Beauty Care. As a student you will have opportunities for building up your competence in various development
projects and learning environments together with working life specialists.
LEARNING BY DEVELOPING (LbD)
Laurea's inspiring and innovative learning environments are based on the model of Learning by Developing. The
idea of Learning by Developing is built around authentic encounters with the working life. The ensuing cooperation is
based on trust and creativity.
The students learn to identify targets for workplace and competence development, to create new solutions, products
and operating models and to develop their own action in observance of changing workplace requirements. The
typical characteristics of LbD include authenticity, partnership, experiential nature, creativity and a research-oriented
approach.
Learning by Developing combines learning that produces competence with creativity through various research and
development projects. Learning builds on new opportunities that open up as the project progresses. The required
competence is accumulated through practical activities in various workshops and labs.
DEGREE STRUCTURE IN EDUCATION LEADING TO A UNIVERSITY OF APPLIED SCIENCES DEGREE
Scope and Extent of the Degree
The scope of a Bachelor's degree in Business Administration, Hospitality Management, Beauty Care, and Health
Care (physiotherapist, nurse) is 210 credits, and it takes on average 3.5 years to complete. The scope of a
Bachelor's degree programme in Health Care (public health nurse) is 240 credits, and it takes on average 4 years to
complete.
In line with the international ECTS standard, one credit corresponds with 26.7 hours of work for an average student.
Degree Structure
The degree studies at Laurea consists of core competence and complementary competence modules. The modules
comprise competence areas that are part of the degree. Core competence modules impart competence that is part
of the degree's compulsory requirements. Complementary modules make it possible to deepen or extend your
knowledge.
Learning is made relevant to workplace development and the student's personal goals. The learning outcomes
specified for the modules build on future workplace needs and Laurea's focus areas.
In practice, credits are attained when the student complete study units that are part of the module or engage in
projects in which the corresponding competence area is develop (see picture 1). Credits can also be gained through
recognition of prior learning or demonstrations.
The modules have been designed so that they can mainly be completed in the course of one or two semesters.
Study units can be implemented either in Finnish or in English. The language of the implementation is decided for
each semester and is visible in the study unit offer.
Picture 1. Structure of the studies.
Core Competence and Complementary Competence Modules
Core competence modules lay the foundation for the competence required for a degree and are compulsory. The
scope of the core competence varies depending on the degree:
• 150 credits for a Bachelor of Business Administration, a Bachelor of Hospitality Management, a Bachelor of
Social Services, a Bachelor of Health Care (physiotherapist) and a Bachelor of Beauty Care degree
• 180 credits for a Bachelor of Health Care degree (nurse)
• 210 credits for a Bachelor of Health Care degree (public health nurse)
The scope of core competence modules is 30 credits. The modules contain the following types of studies: basic
studies, professional studies, practical studies and a Bachelor's thesis.
The remaining part of the degree consists of complementary competence modules. Depending on the degree,
the scope of the complementary competence thus is 30 or 60 credits. The scope of a module is either 15 or 30
credits. The modules can be freely selected. Complementary competence modules support individual study paths
and competence. You can include in your degree complementary competence modules that are compatible with
your professional goals. The compatibility of the elective studies with your degree will be subject to prior agreement
with your teacher tutor.
Complementary modules include the following types of studies: professional studies, practical studies and elective
studies.
Flexible Possibilities for Completing Attainments and Specialising
At Laurea, there are flexible possibilities of building up the competence specified in the modules' learning outcomes.
For example, the student can
• select core competence studies offered on Laurea's different campuses
• select complementary competence modules that support your professional goals in Laurea's various units
• select English study units from Laurea's offer of English education, even if you are studying in Finnish education,
• select Finnish study units from Laurea's offer of Finnish education, even if you are studying in an English
education.
• select study units taught in Finnish from Laurea's offer of Finnish education
• include in your degree studies selected from the offer of the FUAS Federation, or HAMK University of Applied
Sciences and Lahti university of Applied Sciences, without paying fees
• select online studies that give you more flexibility in your study schedules, and
• develop your competence by taking part in projects.
The study unit implementation plans specify the objectives, content and implementation form of the studies.
The development of a student's individual competence is also supported by campus modules, the contents of which
emphasise the special competence areas of the campuses. In addition, you can deepen or extend your competence
by your selections of complementary competence modules, placements and the theme of your thesis, and by
participating in various projects. Career guidance will be provided to support a student on his or her study path.
ASSESSMENT OF LEARNING AND COMPETENCE
In the curriculum, the learning outcomes are described as the learner's actions, so that the development of
competence can be assessed with reference to the set goals. Competence is identified as knowledge, skills and
values related competence as well as experiential competence that includes the competence of an individual and a
community. The competence descriptions in the curriculum draw on Bloom's taxonomy, where the development of
competence is described at six different levels: knowledge, comprehension, application, analysis, synthesis and
evaluation/creativity.
Following Laurea's LbD model, it is expected that the learner's competence will develop from the level of application
to the level of creativity in the course of the education. Laurea's description of shared general criteria for workplace
competence is based on the National Quality Framework. General workplace competence develops as the students
complete modules and study units and participate in projects.
Table 1. Shared criteria for generic working life competence at Laurea
Description of competence Learning outcome Examples
• is able to solve problems
associated with his/her role,
REFLECTION COMPETENCE operating methods and
competence in a goal-oriented
learning skills (EQF) manner to reach a target
• changes his/her operating
Assessment and development of the methods and role, and develops
learner's personal competence and his/her competence as the
that of others in order to achieve the development process progresses
learning outcomes in order to reach the objectives
and the goal set for the project.
• brings up the views put forward
by experts that he/she
appreciates as the project
progresses
• is able to analyse the • in a goal-oriented manner,
implemented operating methods compares different perspectives
and the actors' competence and, together with other project actors
based on this analysis, is able to
draw conclusions together with
other actors in order to achieve a
shared goal
• is able to compare and develop • models a development project as
the operating methods of various a whole from the perspective of
actors, the set objectives and impact
goal and the entire process, and
to create a new operating model
• is able to follow the principles of • follows the agreed operating
equality and fairness methods
ETHICAL COMPETENCE • is able to apply the underpinning • is considerate to others, gives
values and principles of space to other people's ideas
vocational ethics typical of his/ and listens
her field to his/her actions • complies with the rules (including
• is able to apply the principles of schedules), is committed to work,
sustainable development is careful, reliable and fair,
(environmental, social and respects the work of others,
financial responsibility) shows discretion and behaves
• acts as a responsible global appropriately in each situation
citizen • understands that local actions
may also have international
impacts and vice versa
• accepts responsibility for his/her • recognizes conflicts associated
own actions with choices
• accepts responsibility for the • compares and takes into
actions of the group consideration different
viewpoints, is able to let go of
selfish needs in order to achieve
a common good
• shows appreciation for the work
and outputs of others, for
example by citing the original
sources
• draws on his/her competence to • designs/develops customer-
have an impact in society (LbD oriented and sustainable
regional development) solutions including a financial,
social and environmental aspect
• observes the communication
requirements and capacities of
COMMUNICATION COMPETENCE the project
(IN WORK COMMUNITY) • is able to communicate • by his/her personal action,
appropriately in interactive promotes a constructive
The student is able to act situations of the work community atmosphere (appropriate,
appropriately in various work-related and communicate in inter-cultural constructive criticism)
communication and interactive situations • values, listens to and respects
situations: the student uses diverse different communicators and
communication channels in various cultures and linguistic diversity
situations, exchanges messages and • applies his/her communication
maintains interaction with others. competence to different people
• communicates in a foreign
language
• uses ICT in his/her tasks
• is able to communicate • communicates to promote well-
responsibly as part of a multi- being in the community
disciplinary work community / • acts as an active and goal-
network oriented partner in cooperation
• is able to organise and networks globally
communications in a work • shares information and takes
community initiative in disseminating
• is able to evaluate information on the project's
communication competence progress using various
needed in multicultural communication channels
cooperation • finds solutions to communication
• is able to evaluate the impacts challenges
and possibilities of • constructs and organises
internationalisation development network partnerships in
cooperation with project actors
• is able to renew communication • has the courage to challenge him/
modes herself and others to act
• is able to direct communications • tolerates uncertainty,
• is able to develop working life incompleteness and the
connections and networks possibility of failing in
• is able to have an impact in communication situations
society by communicating about • acts professionally, interprets
project outcomes and controls emotions in critical
interactive situations
• builds and develops online
partnerships independently
• uses renewing modes of
communication
• is able to identify elements • obtains and processes
needing change in working life / a knowledge in his/her field in
INNOVATION COMPETENCE project relation to the RDI project
• is able to use appropriate project • brings up practicable
and R&D methods development ideas emerging
• is able to apply a development- from the project
oriented work approach in an
RDI project
• is able to organise an RDI project • documents and reports:
• is able to analyse and interpret describes knowledge or
an innovation process applying operating methods that renew
existing international knowledge working life in line with the
project targets
• brings up international standards
and practices relevant to the field
and follows them
• has the courage for constructive
questioning
• is able to create new working • suggests and implements
methods by using creative solutions bravely and creatively,
problem-solving and finds justifies his/her point of view
customer-oriented, sustainable • has visions of future (foresight,
and cost-effective solutions ability to also see the past)
• is creative
• is able to draw on the • recognizes his/her role in order to manage his/her
basics of management own actions in the project
MANAGEMENT and entrepreneurial • identifies the goals of the project and sets goals for
COMPETENCE operation as part of him/herself
project work
Management • is able to lead a development project as a Project • draws up a project plan
Manager (legal and financial
comprises goal-oriented, • is able to promote a communal spirit among those aspects)
interactive social activity. participating in a development project by personal • communicates about
Management guides the example decisions and project
way people act. The aim of changes, solves
management is that a group communication and
of people will work better interaction problems
and more efficiently than • plans and implements
without management a budget
• organises project
activities and allocates
responsibilities and
tasks to actors
• supports the actors'
development as Project
Manager
• makes decisions in
unexpected situations
• identifies risks and
takes steps to find a
solution
• monitors and evaluates
the project in
comparison to the plan
• is capable of proactive management • has visions of future
• is able to generalise management competence • renews management
produced in a development project in working life culture
development
Study units are graded on a scale of 0 to 5, as follows:
5 (Excellent),
4 (Good),
3 (Good),
2 (Satisfactory),
1 (Satisfactory) and
0 (Fail).
Some study units, study unit elements or parts can also be graded simply as Pass/Fail (H/0).
The students will be informed of the criteria for assessing competence at the beginning of each study unit/project. In
the planning of the assessment, shared assessment criteria applicable to initial stage and graduation stage students
are utilised, with shared descriptions for levels 1, 3 and 5.
Table 2. Shared assessment criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE STUDENTS
• Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
EXCELLENT • Comply with occupational safety manage the big picture.
instructions responsibly and • Develop occupational safety of
grade 5 independently. their operating environment.
• Justify activities using research • Develop operating methods by
Students are able to: knowledge. comparing, combining and
• Work independently and take selecting research knowledge.
initiatives in line with objectives. • Work independently and
Operations are often flexible, innovatively in line with
systematic, development- objectives. Activities are mostly
oriented, creative and active. creative, focused on developing
• Select the appropriate the workplace and distinctly
techniques and models for professional.
activities, and justify the choices. • Select, combine and develop
• Act in customer-oriented ways appropriate techniques and
and according to the situation. models for activities.
• Promote group activities. • Take initiatives and act
• Able to critically apply ethical responsibly in customer
principles in the subject field in relations, and understand the
one's conduct and tasks. meaning of customer
relationships for the big picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex
and unanticipated situations.
• Apply professional concepts • Apply professional concepts
systematically. expertly.
GOOD • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
grade 3 • Justify, compare and analyse community, and perceive
their activities using general development objects.
Students are able to: 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 • Prioritise and maintain customer
principles.. relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's
conduct and tasks.
• Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
SATISFACTORY, concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge instructions responsibly and
grade 1 base. independently.
• Act safely, although activities are • Justify and analyse their
Students are able to: often schematic/ experimental/ activities using general
fumbling/ self-involved. guidelines and in accordance
• Comply with rules and with evidence-based information.
instructions, and justify their • Act professionally and
activities using provided responsibly in unanticipated
instructions. customer and problem situations.
• Act appropriately under guidance. • Work independently in different
• Use acquired techniques and tasks in each operating
models. environment.
• Take customers into account in • Apply acquired techniques and
their actions. models diversely.
• Act as group members. • Act in customer-oriented ways
• Act in accordance with ethical and according to the situation,
principles. and understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical
principles.
The assessments draw on the students' self and peer assessments and the assessments of employer
representatives. The students can also avail themselves of recognition of prior learning (RPL). Assessment helps
the students to monitor the development of their competence and the achievement of their personal goals in relation
to the competence requirements set for the degree.
INTERNATIONAL COMPARABILITY OF THE DEGREE
Competence is at the centre of all activities at Laurea, and we recognize competence in a comprehensive sense.
General working life capabilities specified at the national level and defined in greater detail at Laurea have been
taken into account in the degree contents.
The level of the degree corresponds with level 6 of the National Qualifications Framework (NQF) and level 6 of the
European Qualifications Framework (EQF).
In the curriculum, the learning outcomes of a study unit are described for level 3, good skills, on the assessment
scale (1-5).
CURRICULUM DEVELOPMENT
The curriculum is developed by using evaluation, monitoring and feedback data. Changes may occur in the study
units and implementation modes of the modules. The offering of the complementary modules is constantly under
development to match the requirements of the working life and thus the offering may change during the studies.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
0343 BUSINESS OPERATIONS
01160 Bussiness operations I 5 5 5
01162 Bussiness operations II 5 10 10 10
0342 MARKETING
01163 Marketing I 5 5 5
01164 Marketing II 5 10 10 10
0344 FINANCIAL MANAGEMENT
01165 Financial management I 5 5
01166 Financial management II 5 10 10 10
0340 MANAGEMENT
01167 Management I 5 5 5 5
01168 Management II 5 10 10 10
0341 COMMUNICATION
01169 Communication I 5
01170 Communication II 5 5 5
00203 Initial Test in Swedish Skills 0
00195 Preparatory Studies in Swedish 3
01182 Swedish 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
00202 Initial Test in English Skills 0
00194 Preparatory Studies in English 3
01171 English I 5
01172 English II 5
0350 WORK PLACEMENT
01173 Work placement I 15
01174 Work placement II 15
0352 THESIS
00043 Thesis 15
B053 ALTERNATIVE STUDIES
B0058 Principles and Special Questions of Public Law 10
B0060 Civil Service Law and Special Questions in 5
Labour Law
B0061 Corporate Law and Law of Obligations 5
B0063 Special Questions in Private Law and Research- 5
Oriented Approaches
B0065 Debt Collection and Insolvency Procedures 5
0353 ELECTIVE STUDIES
30 60 60 60
0343 BUSINESS OPERATIONS, 15 cr
Description:
• How does one develop and conduct profitable business operations?
• How is an organisation run responsibly?
The student will be able to:
• Students are able to develop business processes.
• They can develop innovative business solutions.
• They can work successfully with diverse stakeholder groups.
Content:
Business competence encompasses identifying, analysing and developing an organisation’s functions and
processes.
01160 Bussiness operations I, 15 cr
01162 Bussiness operations II, 35 cr
0342 MARKETING, 15 cr
Description:
• What methods can be used to investigate the effects of marketing measures?
• How can a company’s customer and stakeholder relations be profitably developed?
The student will be able to:
• Students can analyse the impact of an organisation’s marketing measures.
• They can develop an organisation’s customer and stakeholder relationships.
Content:
The purpose of marketing is to identify, build, maintain and develop an organisation’s relations with customers and
other stakeholders.
01163 Marketing I, 15 cr
01164 Marketing II, 35 cr
0344 FINANCIAL MANAGEMENT, 10 cr
Description:
• How can financial management and administration processes be developed?
• How can accounting data be utilised in an organisation’s decision-making?
The student will be able to:
• Students can interpret and utilise an organisation’s financial data.
• They can produce accounting information for use in managing the organisation’s operations.
Content:
Financial management refers to handling an organisation’s financial
processes and the main related tasks.
01165 Financial management I, 10 cr
01166 Financial management II, 35 cr
0340 MANAGEMENT, 20 cr
Description:
• What is meant by management/leadership?
• What are the tools and methods of management?
• How does one lead a project?
The student will be able to:
• Students can manage their own work in project and work environments.
• They can examine and analyse management in diverse organisations.
• They can find the information they need when conducting project work.
• They can use the necessary management tools in project work.
Content:
The purpose of management is to plan, direct and develop an organisation’s operations in atarget-oriented manner.
01167 Management I, 20 cr
01168 Management II, 35 cr
0341 COMMUNICATION, 20 cr
Description:
• What issues should be taken into account in communications?
• What kinds of interaction skills are needed in diverse operating environments?
The student will be able to:
Competence gained during the theme:
• Students can utilise diverse information sources appropriately.
• They can select the communication methods and tools that are suited to certain situations.
• They can produce written and verbal communications for an organisation.
• They attain at least skill level B1 of the Common European Framework in Swedish (cf. Laurea’s Language
Programme, CEF 2001).
• They attain at least skill level B2 of the Common European Framework in English (cf. Laurea’s Language
Programme, CEF 2001).
• Communication I, 5 cr
• Swedish I, 5 cr. Prerequisite: skills in Swedish equivalent to upper secondary school level.
• English I, 5 cr. Prerequisite: skills in English equivalent to upper secondary school level.
• English II, 5 cr. Prerequisite: skills in English equivalent to upper secondary school level.
Content:
The purpose of communication in a business is to support and further the achievement of the organisation’s targets
with the use of internal and external communications.
01169 Communication I, 5 cr
01170 Communication II, 15 cr
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00195 Preparatory Studies in Swedish, 3 cr
The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary
Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.
01182 Swedish, 5 cr
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
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.
00194 Preparatory Studies in English, 3 cr
The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the English language
• basic English vocabulary
Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.
01171 English I, 5 cr
01172 English II, 5 cr
0350 WORK PLACEMENT, 30 cr
Description:
• How can I apply what I have learnt?
• How can one identify areas of development in a work environment?
• How can competence be developed further?
The student will be able to:
Students are able to deepen their project-related and subject-specific competence.
Content:
Students independently acquire a place to carry out a work placement towards the end of their studies. In the
placement, the students should work as a project leader or an expert in a task that develops their professional
competence. They keep a learning diary of the placement, which is used at the end to write a report. After the
placement, students carry out a reflective discussion with their tutors. The work placement can be linked to the
thesis (cf. the Thesis section).
01173 Work placement I, 15 cr
01174 Work placement II, 15 cr
0352 THESIS, 15 cr
Description:
• How does one identify needs for development?
• How does one set targets for a development project?
• How does one plan a development project?
• How does one lead a development project?
• How does one carry out a development project?
• How are the results of a development project evaluated?
• How should the outcomes of a development project be communicated and put into practice?
The student will be able to:
• Students can present well-grounded work-related development proposals.
• They can conceptualise the phenomena of the workplace with a basis in research data.
• They can use appropriate research and development methods for generating new information.
• They can work collaboratively and responsibly with partners in development projects.
• They can evaluate their own work and decisions critically.
• They can manage the big picture, presenting their ideas logically and with justifications.
Content:
All Laurea degree programmes include a thesis that accounts for 15 credits and is linked to advanced studies. The
thesis is usually related to the student’s project and work placement, and is active in nature. These can be
conducted independently or in pairs. Laurea’s Thesis Instructions must be followed in all thesis processes. The
thesis forms a part of Laurea’s research and development work and helps students to grow professionally and to
develop their competence, also being linked to the local employment sector and to regional development. The
theme involves the completion of a maturity test. In it, students demonstrate mastery of the subject and good
language skills.
In the P2P model, the thesis is based on the students’ development projects. It emphasises collaboration with
diverse organisations, and the adoption of a developmental approach.
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.
B053 ALTERNATIVE STUDIES, 30 cr
B0058 Principles and Special Questions of Public Law, 10 cr
The student is able to:
• know the duties and mutual power relationships of the legislative powers, the executive powers and the courts of
law, as well as the hierarchy of sources of law and the legal principles related to judicial decision-making
• know about the birth and development of the European Union and the content of European law and its significance
for judicial decision-making
• know the Finnish system of basic rights and the significance of the main human rights agreements
• be familiar with the issues raised in the annually changing public law themes (e.g. tax law, public procurement,
social law, etc.)
Contents of the study unit:
Key questions:
• What do Finland's legal order and sources of law consist of?
• How does the Constitution determine the tasks of government bodies and the content of basic rights?
• How are European law and international law connected to the Finnish legal system?
• What are the principles of legal decision-making?
Study unit description:
Students become familiar with the principles of public authority and the organisation of public bodies, and with the
main aspects of the Finnish legal system.
B0060 Civil Service Law and Special Questions in Labour Law, 5 cr
The student is able to:
• know the rights and responsibilities related to public office, from the point of view of the civil servant and the public
body as an employer
• know the main aspects of occupational health and safety, pensions and privacy protection of employees and civil
servants
• know the main aspects of employment contracts and collective bargaining contracts
Contents of the study unit:
Key questions:
• How is a public appointment created, announced for applications and filled?
• What are a civil servant's rights and responsibilities in a public post and what are the rights and responsibilities of
public bodies as employers?
• How are the pensions of employees and civil servants determined?
• What do occupational health and safety and privacy protection at work entail?
• How do normal employment contracts and collective bargaining contracts differ from each other?
Study unit description:
Students deepen the labour law competence acquired previously in their studies in relation to specific questions in
labour law and civil service.
B0061 Corporate Law and Law of Obligations, 5 cr
The student is able to:
• know the main concepts and principles of corporate law and law of obligations
• know the main aspects of legal regulation applicable to different business formats, and the differences between
formats
• apply the main corporate laws governing partnerships and limited liability companies
• draw up corporate law documents and notifications to the Commercial Register
Contents of the study unit:
Key questions:
• What are the obligations referred to in the law of obligations and how are they created and terminated?
• How is compensation for damages allocated to the injured party according to the principles of law?
• What are the main business formats in incorporation?
• What are the main operating principles of limited liability companies and partnerships?
Study unit description:
Students become familiar with legal relationships between private individuals in the spheres of corporate law and
the law of obligations.
B0063 Special Questions in Private Law and Research-Oriented Approaches, 5 cr
The student is able to:
• assess and critically analyse legal research data
• apply their legal competence to the development of the workplace or elsewhere in the practical applications of law
• choose the right approach to a legal research initiative
• know the main characteristics of research at universities of applied sciences and conduct professional R&D work in
judicial operating environments
• deepen their competence in special questions and aspects of civil law
Contents of the study unit:
Key questions:
• What different research methods are there, and how does one choose the right method for an R&D project?
• How is legal information gathered, analysed and critically evaluated?
• What are the special characteristics of legal research?
• What are the main aspects of legal research at a university of applied sciences?
Study unit description:
Students become familiar with legal research and research at a university of applied sciences, and with annually
changing topics in civil law.
B0065 Debt Collection and Insolvency Procedures, 5 cr
The student is able to:
• know the laws regulating debt recovery and the main characteristics of insolvency procedures, having acquired
skills in working within their professional remit for instance in the service of debt recovery agencies or firms
Contents of the study unit:
Key questions:
• How is debt recovery governed by law?
• What do debt recovery, bankruptcy, debt arrangements and corporate reorganisation mean?
• How and under what conditions can these procedures be initiated?
• How do the procedures progress?
• Can a debtor apply for corporate reorganisation to avoid bankruptcy?
Study unit description:
Students become familiar with legislation related to debt collection and insolvency procedures.
0353 ELECTIVE STUDIES, 15 cr
Description:
Students use elective studies to deepen and broaden their competence. Students should choose study units to
align the content of their studies with their own personal interests and career objectives. Elective studies include
multidisciplinary projects and foreign languages, among other topics.
The theme is made up of study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another institution (university of
applied sciences, university, Online University of Applied Sciences, foreign institution), that cannot be recognised for
the degree programme but that the student wishes to include in the degree, are also classified under this theme.