Curriculum 2013 – HLVP14KN (in English)

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LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Business Management, Peer to Peer (Laurea Tikkurila, liko), HLVP14KN

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.

Operating environment

In Laurea’s area of operation, four fifths of all jobs are in services. Growth businesses play a central role in the
metropolitan area’s competitiveness. They make up a small proportion of new start-up companies. However, they
generate a lot of new jobs. Identifying growth businesses and improving the operating conditions of companies –
especially ones offering knowledge- and competence-intensive business services – are essential in terms of
competitiveness. There is a significant volume of public sector service production in the metropolitan area.
Innovative products and methods must be utilised actively in the public sector’s own activities in order to develop
public services. Globalisation, the rapid development of information and communication technology, the shortening
life cycle of products and services, and increasing customer demands are features of the economic environment. As
a consequence, innovativeness has become a major competitive factor for companies, networks and regions. The
customer-driven innovation of products and services will begin directing companies’ operations and marking their
core processes. Customer values and cultural backgrounds are emphasised in productisation.

Organisations respond to changes in their operating environment by modernising their operations through
development projects. Using the P2P model, students learn to identify development needs, and to plan and lead
organisations’ business development projects.

Changing operating environments demand that experts know how to analyse and develop operations. P2P projects
teach students to work in dynamic, networked environments.

Competences

Competences form broad areas of expertise – combinations of an individual’s knowledge, skills and attitudes.
Finnish universities of applied sciences have decided to use a distinction between subject-specific competences and
generic competences in their classification of competence.

GENERIC COMPETENCES

Generic competences refer to competences shared by all degree programmes. They lay a foundation for students’
future participation and collaboration in the wold of work, as well as for their professional development.

The nationally defined generic competences are:
• learning competence
• ethical competence
• communicative and social competence
• development competence
• organisational and societal competence
• internationalisation competence (cf. www.ncp.fi/ects)

The competence growth achieved in these areas parallels progress in the subject-specific competences throughout
the programme, and it is measured in competence evaluations.

BUSINESS COMPETENCE

The subject-specific competences form a basis for the students’ professional development. Bachelors in Business
Administration have strong generalised business competence, being able to maintain and develop the operations of
diverse organisations. Graduates of the programme must be able to identify structures in the operating environment,
analyse and utilise change trends, develop organisations’ key functions and processes, and know the principles of
productisation and commercialisation, customer and partner relations, entrepreneurship and responsible business
management. In the P2P model, business competence is built through project work in the following thematic areas:
business operations, marketing, financial management, management and communication.

Professional Growth and Annual Themes

At the early stage of P2P studies, students familiarise themselves with the various areas of business competence
and develop into initiative-taking information gatherers, acquiring competence through diverse projects for
employers. The projects are broad entities in which students become conversant in the processes and practices
related to business operations.

As their basic studies progress, students focus on analysing and developing business operations. New information
is generated by solving business development problems and creating various kinds of work methods and working
theories regarding phenomena under investigation. Students test and examine various concepts and interpretations
together. The projects emphasise customer collaboration and networking, with a focus on peer-to-peer learning
supported by a tutor.
During their professional studies, students develop their own collaboration networks. Utilising the competence they
have acquired in prior studies, they develop it in line with their personal objectives. As experts, students are
encouraged to develop their networks and work methods. The projects are challenging in nature, aimed at
developing the operations of partner organisations. Students learn to conduct independent, overall project
management. The thesis and work placements work towards these same aims, giving students opportunities for
refining their individual career paths.

Graduates of Business Management understand the opportunities of continuous renewal, and see their degrees as
part of a lifelong learning process. Support for professional growth is based on multidisciplinary learning
environments and on learning by developing in authentic workplace projects. Figure 1 illustrates the professional
growth process.

Learning in the P2P model is based on the Learning by Developing (LbD) principle. Its five cornerstones are
partnership, experiencing, authenticity, creativity and research orientation.

Figure 1. Professional growth process (Laurea’s Pedagogical Strategy 2007, 13.)

Partnership is evident as shared activities. Students help each other in projects and learning by providing peer
support in steering groups. More experiences students provide assistance to younger students, while experts in
specific fields assist their colleagues. Laurea staff members take on the role of partners by providing guidance,
advice, questions and support for learning. It is also important for students to collaborate with representatives of the
surrounding labour market, who participate in projects in the capacity of partners and senior colleagues.

Experiencing is evident as independent activities. Students complete all their studies in genuine projects, assuming
responsibility for their own work. This allows them to experience the pros and cons of diverse operating models
while learning to be responsible for their choices and actions. Sharing experiences with diverse partners fosters the
development of cooperation skills and supports the transfer of working life values between participants.

Authenticity is evident as genuine projects. P2P studies are completed in genuine business development projects.
Working in genuine environments allows students to receive tacit knowledge and form a strong network with people
who learn to trust their competence.

Creativity is evident as continuous development. Students are constantly involved in creating new, improved,
efficient work methods.All projects are aimed at achieving development in operations, which forces students to
increase their own competence.

Research orientation is evident as knowledge-based decision-making. In order to choose the best solution for each
situation and to allow for continuous development, students have to acquire a sufficient knowledge base before
taking action. This is the main motivation for acquiring existing knowledge and generating new knowledge using
diverse research methods.

Project work in the P2P model
The P2P model is special due to the close collaboration between partners, students and P2P tutors in projects.
Partners are organisations from diverse social, commercial and industrial sectors. Students learn by working in
diverse project tasks, growing into active developers and experts in project work. The organisations, on the other
hand, gain information they need for their operations.

At the beginning of their studies, students generally participate in projects agreed by the P2P tutors; as their studies
progress, they are encouraged to find their own projects. The students’ networks of employers and contacts grow
during the programme, which makes it easier for them to find projects. Figure 2 outlines the main points in the
progress of a P2P development project.

Graduates of the P2P process have competence in line with the Bachelor-level competence requirements of the
European Bologna Process. Evaluations consider their project working skills, subject-specific knowledge and the
national generic competences (learning competence, ethical competence, communicative and social competence,
development competence, organisational and societal competence and internationalisation competence).

Evaluations of project work include team evaluations, students’ self-evaluations and assessments by the tutor.
Competence must be evident in the process, its results, the use of information sources and collaborations. During
their studies, students gain a portfolio of development projects, which details their participation in projects and their
competence development. Evaluation takes place throughout each project and is discussed through feedback in
sparring sessions held for each team at the end of the project. Students gain credits in proportion to their
contribution to the project. One credit is equivalent to around 27 hours of work.

Students are graded as Excellent (K5, development) when they can prove superior mastery of the abovementioned
competence areas, both in practice and conceptually. A Good grade (H3 – H4, applications) requires demonstration
of mastery in practice, while certain deficiencies are allowed in theoretical competence or practicalproject work. For
a Satisfactory grade (T1 – T2, doing) students must be able to follow instructions in projects, find suitable sources of
information and gather information on the topic.

Studies are evaluated on a scale of 1 to 5 and the grades are entered into the Winha system. Explanations of
competence and generic evaluations are given in the appendix to the degree certificate.

Competence evaluation

Description of the Degree Programme

Studies

In the Degree Programme in Business Management using the P2P model, studies are split into basic studies,
professional studies, elective studies, work placements and the thesis. Compulsory basic studies account for 80
credits and cover the following themes:

- business operations
- marketing
- financial management
- management
- communication.
In addition, compulsory elements include 30 cr from a work placement and 15 cr from the thesis. The topic of the
thesis is generally a development project done for an organisation.

Advanced studies in business managament account for 70 credits. In them, students can choose to specialise in
business operations, marketing, financial management, management or communication.

Elective studies account for 15 credits. They can be chosen from the advanced themes in Business Management or
from other Laurea degree programmes. Figure 3 illustrates the construction of P2P studies and the development of
project management skills in the P2P Business Management degree.

Structure of the curriculum

Basic studies 80 cr

Compulsory basic studies account for 80 credits. They cover the following themes:

- business operations
- marketing
- financial management
- management communication:

BUSINESS OPERATIONS 15 CR

Description of theme:
Business competence encompasses identifying, analysing and developing an organisation’s functions and
processes.

Core topics:
• What are the central questions in business oprations?
• How does one build and apply a business idea profitably?
• In what kinds of networks do organisations operate?

Competence gained during the theme:
• Students can evaluate and analyse the main aspects of business operations.
• They can apply a business idea in practice.
• They can identify the stakeholders and networks of an organisation.

MARKETING 15 CR

Description of theme:
The purpose of marketing is to identify the needs of an organisation’s customers and other stakeholders, and to
build, maintain and develop relationships.

Core topics:
• What does marketing mean?
• What are the tools and methods of marketing?

Competence gained during the theme:
• Students can analyse an organisation’s customer and stakeholder relationships.
• They can plan marketing measures.
• They can implement marketing measures.

FINANCIAL MANAGEMENT 10 CR

Description of theme:
Financial management refers to handling an organisation’s financialprocesses and the main related tasks.

Core topics:
• What are the main tasks in financial management?
• For what needs do financial management functions produce information?
• How is the information utilised?

Competence gained during the theme:
Students can produce information for the needs of internal and external accounting.

MANAGEMENT 20 CR

Description of theme:
The purpose of management is to plan, direct and develop an organisation’s operations in atarget-oriented manner.

Core topics:
• What is meant by management/leadership?
• What are the tools and methods of management?
• How does one lead a project?

Competence gained during the theme:
• 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.

COMMUNICATION 20 CR
Description of theme:
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.

Core topics:
• What issues should be taken into account in communications?
• What kinds of interaction skills are needed in diverse operating environments?

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).
• 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.

Professional studies 70 cr

Advanced subject-specific studies in business management account for 70 credits. Students must select at least
two of these modules, completing a minimum of 20 credits in each and a maximum of 2 x 35 credits.

BUSINESS OPERATIONS, 0 – 35 CR

Description of theme:
BBA student’s business competence encompasses identifying,analysing and developing an organisation’s functions
and processes.

Core topics:
• How does one develop and conduct profitable business operations?
• How is an organisation run responsibly?

Competence gained during the theme:
• Students are able to develop business processes.
• They can develop innovative business solutions.
• They can work successfully with diverse stakeholder groups.

MARKETING, 0 – 35 CR

Description of theme:
The purpose of marketing is to identify, build, maintain and develop an organisation’s relations with customers and
otherstakeholders.

Core topics:
• What methods can be used to investigate the effects of marketing measures?
• How can a company’s customer and stakeholder relations be profitably developed?

Competence gained during the theme:
• Students can analyse the impact of an organisation’s marketing measures.
• They can develop an organisation’s customer and stakeholder relationships.

FINANCIAL MANAGEMENT, 0 – 35 CR
Description of theme:
Financial management refers to handling an organisation’s financialprocesses and the main related tasks.

Core topics:
• How can financial management and administration processesbe developed?
• How can accounting data be utilised in an organisation’s decision-making?

Competence gained during the theme:
• Students can interpret and utilise an organisation’s financial data.
• They can produce accounting information for use in managing the organisation’s operations.

MANAGEMENT, 0 – 35 CR

Description of theme:
The purpose of management is to plan, direct and develop an organisation’s operations in a target-oriented manner.

Core topics:
• How does one work as a manager?
• How does one manage intangible success factors?
• How can an organisation’s development needs be predicted?

Competence gained during the theme:
• Students are able to plan, evaluate and develop an organisation’s management-related functions.
• They can develop their own work in project and work environments.
• They can identify an organisation’s areas of development.
• They can acquire, initiate and lead projects.

COMMUNICATION, 0 – 35 CR

Description of theme:
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.

Core topics:
• What factors should be taken into account when analysing,planning and developing communications?
• How can one develop interaction skills in diverse operating environments?

Competence gained during the theme:
Students can analyse, plan and develop an organisation’s communications.

Work placement 15+15 / 30 cr

Description of theme:
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).

Core topics:
• 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?

Competence gained during the theme:
Students are able to deepen their project-related and subject-specific competence.

Thesis 15 cr
Description of theme:
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.

Core questions:
• 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?

Competence gained during the theme:
• 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.

Elective studies 15 cr

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.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
0343 BUSINESS OPERATIONS
V1315 Business Plan 5
V1419 Master Sales Assistant 3
0342 MARKETING
0344 FINANCIAL MANAGEMENT
00397 Initial Test in Mathematics 0
V1327 Business plan - managerial accounting 5
V1331 Financial Accounting 5
V1322 Business Game 5
0340 MANAGEMENT
V1324 RYLA: Rotary Youth Leadership Award 5
V1424 Entrepreneurial Society 5
0341 COMMUNICATION
00202 Initial Test in English Skills 0
01171 English I 5
01172 English II 5
00203 Initial Test in Swedish Skills 0
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
01182 Swedish 5
V1316 Communication tools 5
V1349 Business Plan - Communication 5
0365 ELECTIVE STUDIES
00195 Preparatory Studies in Swedish 3
00194 Preparatory Studies in English 3
01256 Matematiikan valmentavat opinnot 3
0350 WORK PLACEMENT
00373 Job Placement 1, Degree Program in Business 15
Management (in Finnish)
00374 Job Placement 2, Degree Programme in 15
Business Management (Finnish)
0352 THESIS
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.

V1315 Business Plan, 5 cr

The student is able to:
- recognize his/her potential for entrepreneurship
- find and evaluate business opportunities
- create a profitable business model
- analyze customer needs and create a sustainable competetive advantage
- create a realistic and customer-oriented business plan

Contents of the study unit:
Business Idea
- Innovation of business ideas and exploration of entrepreneurship
- Specification of business idea
- Benchmarking
- Presentation of business ideas and critical review

Analysis
- Environmental analysis
- Market and competitor analysis

Marketing plan
Strategy
SWOT ja risk analysis
Formalities when starting up a business
Prensentation the business plan

Study unit description:
Business plan is created during the course

Previous studies:
Ei edeltäviä opintoja. Opintojaksoon kytkeytyy kaksi samassa yhteydessä suoritettavaa opintojaksoa,
Liiketoimintasuunnitelma - Viestintä (5 op) sekä Liiketoimintasuunnitelma - Talous ja rahoitus (5 op).

V1419 Master Sales Assistant, 3 cr

The student is able to:
Opiskelija osaa hahmottaa kaupan alan ja vähittäiskaupan toimintakokonaisuuden sekä ymmärtää tuotetietouden ja
asiakaspalvelun merkityksen myyjän työssä. Opiskelija osaa huomioida vastuullisuuteen liittyviä tekijöitä niin kaupan
toiminnassa kuin kuluttajanakin.

Contents of the study unit:
K-ryhmän Mestarimyyjäkoulutus tarjoaa ajankohtaista tietoa kaupan alasta ja vähittäiskaupan toiminnasta.
Opiskeltavissa on K-kauppojen henkilökunnan koulutustarjonnasta laaja valikoima verkkokoulutuksia ja
tuotekoulutuksia, joista opiskelija voi valita parhaiten omaan tarpeeseensa soveltuvan opintokokonaisuuden. Kaikille
yhteiset koulutukset ovat: Keskon käyntikortti, Vastuullisia valintoja, Sähköiset palvelut ja Ylläty yrittämällä! Lisäksi
opiskelija suorittaa verkkotentin, ja kirjoittaa tiivistelmän valitsemastaan vastuullisuusaiheisesta teoksesta.

K-ryhmän Mestarimyyjäkoulutus tarjoaa ajankohtaista tietoa kaupan alasta ja vähittäiskaupan toiminnasta.
Opiskeltavissa on K-kauppojen henkilökunnan koulutustarjonnasta laaja valikoima verkkokoulutuksia ja
tuotekoulutuksia, joista opiskelija voi valita parhaiten omaan tarpeeseensa soveltuvan opintokokonaisuuden. Kaikille
yhteiset koulutukset ovat: Keskon käyntikortti, Vastuullisia valintoja, Sähköiset palvelut ja Ylläty yrittämällä! Lisäksi
opiskelija suorittaa verkkotentin, ja kirjoittaa tiivistelmän valitsemastaan vastuullisuusaiheisesta teoksesta.

Previous studies:
ei vaadita

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.

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.

00397 Initial Test in Mathematics, 0 cr

Study unit description:
Opintojen alkaessa kaikki opiskelijat osallistuvat matematiikan lähtötasotestiin. Lähtötasotestin voi suorittaa vain
kerran. Testin avulla varmennetaan opiskelijan valmiudet koulutusalansa matemaattisten sovellutusten
aloittamiseksi. Ellei opiskelija selviydy lähtötasotestistä, hän osallistuu matematiikan valmentavalle opintojaksolle
opintojen alkuvaiheessa. Suoritettuaan valmentavat opinnot hyväksyttävästi opiskelija saa opintopisteitä luettavaksi
vapaasti valittaviin opintoihin.

V1327 Business plan - managerial accounting, 5 cr

The student is able to:
- calculate basic profitability-, financing and investment ratios
- analyze different financing options
- evaluate the profitability of different business ideas
- formulate investment plans and financing calculations

Contents of the study unit:
- to get to know basic concepts of financing and profitability
- to get to know financing markets
- to calculate profitability ratios
- to calculate financing options
- to outline investment plans
- to calculate working capital

Study unit description:
Profitability rations, financing options and investment plans are calculated during the study unit.

Previous studies:
No prerequisites . Study study unit is linked with two other simultaneously running study units Communication 5 cr
and Business Plan 5cr.

V1331 Financial Accounting, 5 cr

The student is able to:
- to understand the role as a source of information of financial accounting to taxation and owners
- to understand basics of financial accounting routines

Contents of the study unit:
- basic concepts and operating principles of the bookkeeping
- taking care of the bookkeeping of the small company
- drawing up of year end and taxation reports
- drawing up of internal reports

Previous studies:
No prerequisites.

V1322 Business Game, 5 cr

The student is able to:
- understand accounting vocabulary both in English and in Finnish
- budget the operations of a company
- interpret financial key figures

Contents of the study unit:
Decision making within the business game
Translation of financial terminology
Building a budgeting tool
Financial analysis

Study unit description:
Global Management Challenge is played during the study unit.

Previous studies:
Managerial Accounting 5 cr, Financial Accounting 5 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.

V1324 RYLA: Rotary Youth Leadership Award, 5 cr

The student is able to:
Students will learn basics of management, leadership and organization. Also, they learn to work effectively in teams
and with business mentors as well as plan and manage projects.

Contents of the study unit:
The study unit consists of the following issues:
1) team building
2) project planning and managing
3) management, leadership and organization

Previous studies:
None.

V1424 Entrepreneurial Society, 5 cr

The student is able to:
Opiskelija osaa työskennellä projektitiimissä teoriapohjaisten oppimistehtävien ja Yrityskylä-ohjauksen parissa.
Opiskelija osaa keskeiset johtamisen teoriat ja esimiestoiminnan keskeiset osa-alueet.

Contents of the study unit:
Tiimityöskentely ja projektijohtaminen. Johtaminen ja esimiestyöskentely.

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.

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.

01171 English I, 5 cr

01172 English II, 5 cr

00203 Initial Test in Swedish Skills, 0 cr

00634 Oral skills in Swedish, 0 cr

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

00635 Written skills in Swedish, 0 cr

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

01182 Swedish, 5 cr

V1316 Communication tools, 5 cr

The student is able to:
Knows how to use office software

Knows how to use text editing, spreadsheet, presentation, form, and software and can utilize them in versatile
project work.
Knows how to collaborate in developing IT software and Web services.

Knows how to edit images with Photoshop Basics.

Knows how to make effective use of information retrieval and information services.

Knows how to apply ICT skills in project work.

Contents of the study unit:
Student is able to take advantage of the most common business and community communications software.

Student acquires skills to take advantage of the use of networks for in project work as well as creating the
conditions for use of social media in business.

Becomes familiar with ICT - methods.

Student is able to search for information in computer networks.

Study unit description:
Bachelor of Business Administration, professional knowledge within software tools.

Studies consist of independent study of software guides, exercises and projects carried out in teams

Previous studies:
Ei edeltäviä opintoja.

V1349 Business Plan - Communication, 5 cr

The student is able to:
- design a well-argumented plan that’s based on reliable sources
- choose the appropriate communication means and style
- apply the basic skills of business communication
- recognize the role of communication skills as a part of professionalism and expertise communicate efficiently in a
team

Contents of the study unit:
Basics of academic writing: the structure of the text, argumentation, references, appropriate style

Different kind of texts in business: business plan, project plan, report, abstract, newsletter, bid for tender, tender,
reclamation

Language planning, revising and finalizing texts
Presentation of a business plan
Giving supportive feedback

Previous studies:
No previous studies.

0365 ELECTIVE STUDIES, 15 cr

Description:
The aim of the elective studies is to prepare students for e.g. the compulsory language studies, and to increase
basic knowledge in mathematics and chemistry required for the studies in beauty and cosmetics. Students use
elective studies to deepen their competence.

Content:
The theme is be 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, should be classified under this theme.

Learning process:
The preparatory studies are scheduled at the beginning of studies. Students select other elective studies in
accordance with their curriculum. Their competence develops in line with their personal targets.

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.

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.

01256 Matematiikan valmentavat opinnot, 3 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).
00373 Job Placement 1, Degree Program in Business Management (in Finnish), 15 cr

The student is able to:
• apply their business competence in practice
• analyse their actions by discussing targets and how well they have been met in the work community

• apply their business competence in practice
• analyse their actions by discussing targets and how well they have been met in the work community

Contents of the study unit:
• completing a job placement

Study unit description:
In this study unit, students put their competence to practical use in the workplace. During their job placements,
students observe their work and work environments from the point of view of development.

Previous studies:
Networked Business Operations theme or equivalent knowledge.

00374 Job Placement 2, Degree Programme in Business Management (Finnish), 15 cr

The student is able to:
• evaluate their own professional competence in relation to the demands of the workplace
• develop the organisation’s functions as members of a community of experts
• share expertise to examine their own and the sector’s values together with others
• reflect on their emotions and thoughts

Contents of the study unit:
• job placement

Study unit description:
Students improve their business competence and develop the workplace as members of a community of experts.

Previous studies:
Main professional study units.

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.