Opetussuunnitelma
2013
Matkailu-, ravitsemis- ja talousala
Laurea Leppävaara
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2013
Tourism, Catering and Domestic Services
Laurea Leppävaara
Bachelor's degree programmes
Opetussuunnitelma · Hotelli- ja ravintola-alan liikkeenjohdon koulutusohjelma (MHA), Laurea Leppävaara · Ryhmä MHA14KN
Opetussuunnitelma 2013 – MHA14KN (englanniksi)
Curriculum · Degree Programme in Hotel and Restaurant Management (MHA), Laurea Leppävaara · Group MHA14KN
Curriculum 2013 – MHA14KN (in English)
Curriculum 2013 – MHA14KN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Hotel and Restaurant Management (Laurea Leppävaara, marata), MHA14KN
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
The large, increasing share of services highlights the importance of service development and service innovation. In
the future, service innovations will be significant to the success of Finland: they will increase the effectiveness of the
economy, create cost-savings, generate new operations and open up new export possibilities. Innovations include
both technological and service and social innovations. Innovation development makes use of, for example, the
methods of service design, which make it possible to uncover even the hidden needs of customers and awaken
creativity in a new, inspiring way.
Hospitality management is part of a fragmented 'experience economy'. It embodies and spreads tourism and food
cultures, customs and popular culture. Tightening competition and increased demands from customers are forcing
companies in the sector to differentiate their business concepts. The customers of the future will form an
increasingly varied and diversified consumer group, while demand will become individualised and thematic or
activity-focused. Smaller family sizes, the growing importance of leisure time and the aging of the population will
increase demand for accommodation and catering services. Currently, for example, there is demand for
environmental, health and safety-related products and services. The innovative development and marketing of
services is a key factor in the competitiveness of future hospitality services. Branding and productisation are thought
to be two of the major trends in the sector, particularly due to internationalisation. Future development is also linked
to the use of technology.
Internationalisation will increase competition within the sector and play its part in driving development. Organisations
in the sector must follow global developments but be able to build customer-oriented concepts that work in their
local regions. Some of the main success factors in the field will be employee competence, a readiness to change,
and the ability to predict trends and operating environments. Diverse networks between the hospitality sector and
other areas in the service industry is necessary.
Expertise
The hospitality sector demands diverse expertise. In addition to knowledge, skills and competence, expertise in the
field involves values, attitudes, critical thinking, flexible operations and understanding the links between different
functions. The sector's core competence areas include predicting future changes and managing competence and
change. Those who work in the sector must be able to analyse global trends and recognise even weak signals
coming from the industry. Expertise focuses on recognising customer needs.
The increasingly international hospitality sector requires interaction skills, multilingualism and cultural knowledge,
which is demonstrated, for example, as a respect and knowledge of cultures, religions and languages. Tasks and
entrepreneurship in the field also demand competence in service operations, research, development and
innovations. Service provision is based simultaneously on industrial service operations and on the productisation of
services. Service operations are diverse in nature and separate from any individual scientific field's criteria; they
strive to understand phenomena as they are. Multidisciplinary knowledge and applying it to activities is vital.
Laurea SID Leppävaara as a Learning Environment
Laurea's strategic intent for 2015 is to be an internationally recognised university of applied sciences specialising in
future competence and metropolitan development. Laurea SID Leppävaara's profile is to fulfil this strategy by
directing its competence towards reforming services through service design. SID refers to Service Innovation and
Design.
SID means user-driver innovation, development and planning of services to ensure that the services respond to the
needs of users as well as the business targets and other aims of the service provider. SID is a cross-disciplinary,
practically oriented and applied method that combines business, design and ICT competence. SID competence
relates to systematically completing change processes, implementing new models and creating new kinds of
business. Leppävaara SID's broad areas of focus are service business, security and social responsibility.
Laurea SID Leppävaara is a strong hub of research, development and innovation (RD&I) competence. The
extensive RD&I project cluster at the Leppävaara campus forms a platform for Learning by Developing (LbD). The
campus participates in many expert groupings, including centre of expertise efforts, strategic top expertise hubs and
individual organisations. Projects form a challenging and genuine objective for students, while improving their R&D
competence. The Spinno Enterprise Center, which supports the growth of student and growth entrepreneurship,
forms a natural continuation of the R&D activities of the campus.
As an operator in the metropolitan area, Laurea's R&D efforts are ever more strongly oriented towards international
partnerships. The campus offers degree programmes in English. In addition, each degree programme in Finnish
includes a semester in English. Laurea SID Leppävaara is a multicultural work and study environment. All those who
work and study at Laurea SID Leppävaara have opportunities to participate in international networks in various
professional capacities. International R&D projects expand the operating environment and enrich learning. Project
work opens doors to international value networks, areas of top innovation and the transfer of competence to form a
learning platform, and generates recognised and productive RD&I.
Competences
The competence of Bachelors of Hospitality Management focuses on service, business, management and R&D
competence (research, development and innovation activities). They also require communication, interaction and
network competence.
Service competence is closely linked to knowledge of the value base of the industry, and to understanding the
significance of these values. The service competence of Bachelors of Hospitality Management is demonstrated as
both business and management competence. They recognise customer needs and develop services and service
processes on the basis of research knowledge in the field. Using information and communication technology will be
emphasised in the service competence of Bachelors of Hospitality Management in the future. Graduates understand
and recognise the significance of diverse cultural backgrounds and can work with people from different cultures.
They can work in different languages in various customer service and interaction situations, and use diverse
communication and presentation styles.
Service business competence is apparent as a holistic view of business environments, and the role of an
individual company within these.Graduates’ competence consists of skills in customer relationships, partnerships,
finance and service entrepreneurship. Mastery of customer-oriented operations is evident as the ability to manage
and develop customer relationships and to act in partnership networks. Bachelors of Hospitality Management have
the ability to use internal and external accounting to compare the effects of various operating methods on the
operations of a service business. They can act in accordance with sustainable development, reducing the carbon
footprint of services.
Responsible leadership is the ability to steer the competence of individuals and communities in management and
development. Bachelors of Hospitality Management are able to apply the rules of work legislation and collective
labour agreements in practical situations as employees, managers and/or entrepreneurs. They know the
professional ethics of the industry and take it into account in relations and decision-making. They are able to lead
multicultural groups and teams. They develop their own and the work community’s occupational welfare in various
ways.
Research, development and innovation competence relates to identifying development needs and solving them
creatively using various research and development methods. Graduates have mastered a developmental and
entrepreneurial approach to work. They recognise and predict customer needs. They are familiar with the different
levels and process stages of service innovations, and can participate in creating them.
Professional Growth and Annual Themes
The degree programme in Hotel and Restaurant Management, students increase their competence through four
annual themes. They are Initiation of professional growth, Formation of professional competence, Deepening
professional competence and Workplace development and renewal. Each annual theme is described below in
relation to general aspects, studies, teaching and learning outcomes.
Initiation of professonal growth
* This is a stage of orientation and motivation to study, and familiarisation with the service business
* The objectives of the studies are specified and students consider questions related to their professional identity.
* In teaching, both development-based learning and familiarizing the tasks as well as professions in the service
sector are focused on.
* Students acquire competence and credits.
Formation of professional competence
* This is the experimental stage of development-based learning in the various service business operating
environments and tasks.
* Students can build their professional identities by trying out and considering various career choices in the sector.
* The focus of teaching is on linking development-based learning to various professional tasks in service business.
* The experiences students receive of the service business reinforce their professional identity and the progress of
their studies.
Deepening professional competence
* This is the stage at which the area of specialisation within the service business is specified.
* The area of specialisation is defined and core competence deepens through studies and job placement based
experiences.
* Teaching focuses on deepening development competence and applying it to developing the service business.
* The studies produce and increase workplace development competence and students gain credits.
Workplace development and renewal
* This is the stage of development and innovation competence becoming established in problem-solving.
* The studies prepare students to adopt innovative and development-focused approach in work methods and to
operate as independent entrepreneurs.
* The teaching encourages independence and creativity, as well as lifelong learning while operating in changing
service business networks.
* The studies produce innovative development professionals for expert positions in service business.
Description of the Degree Programme
The degree programme in Hotel and Restaurant Management is arranged at Laurea SID Leppävaara. The 3.5-year
programme provides students with a broad understanding of the hospitality management field. Students can deepen
their competence through hospitality and event services. Event services refer to meetings, congresses, trade fairs,
festivities and themed events.
At the early stages of the programme, students of the degree programme acquire the knowledge and skills for
studying in accordance with the LbD model. Basic studies are offered to familiarise students with the sector and its
operating environment, the main operating models in the field, and Laurea’s learning environments. In addition to
this, the theme of initiation of professional growth provides skills for acting like a higher education student,
responsibly and as part of teams and networks. Students begin learning by developing through adopting an
investigative and developmental approach, and learn to take responsibility for their choices. The basic studies also
provide students with the most important IT skills, which will then be honed as their studies progress. Students learn
the basic principles of verbal and written communication. Their professional growth begins with the creation of a
personal development plan. Students build their own learning programme by choosing elective studies from within
or outside their own degree programme.
The professional studies focus on responsible business, management, development and innovation, as well as
service design expertise. Business know-how is evident as the ability to take business factors into account as part of
service operations. Leadership studies strengthen the students' management, networking and communication skills
in Finnish, English and other languages as part of their service business competence. In the theme of professional
competence formation, students deepen their expertise in line with their own core competences.
Work placement is closely linked to the theme of deepening one's professional skills and internalising development
competence in service operations as well as to competence acquired within the themes. Students broaden and
deepen their expertise by participating in the workplace as developers. The placement can be completed in two
stages or as a single consecutive period. It can also be carried out during the summer months. The first placement
period is recommended no earlier than during the second year of study. The thesis is completed towards the end of
the programme, and consists of a research and development task for an employer.
Structure of the curriculum
The degree programme in Hotel and Restaurant Management includes basic and professional studies, elective
studies, work placements that increase professional competence, and a thesis. The degree consists of 210 credits.
The curriculum involves 30 credits in basic studies, 105 credits in professional studies, 30 credits in elective studies,
30 credits on work placements and 15 credits in the thesis.
The aim of basic studies is to provide students with a broad understanding of the status and significance of the field
in the society, the workplace and the international context; to give them experience of general theoretical principles
and communication; and to supply them with the necessary language skills.
Professional studies are designed to familiarise students with the main problems and applications of the field in
question and their bases in science and competence, so that graduates are able to work independently as experts
and entrepreneurs, and participate in developing the work community.
The objective of practical studies is to provide a guided introduction to the most important practical aspects of work
in the sector and to the application of skills and knowledge in the workplace. The aim of the thesis is to develop and
demonstrate the students' skill in applying their knowledge and expertise to a practical specialist task related to the
studies.
Quality assurance process
The curricula of each degree programme are regularly evaluated once a year (Fig.1). The curriculum areas to be
evaluated are set by the pedagogical team. Also student and labour market representatives participate in the
evaluation of the curricula. The directors of the local units are responsible for ensuring that the evaluation of the
curricula is carried out for each degree programme. New curricula are evaluated on the basis of the evaluation
statements the labour market representatives and other external experts are asked to provide. The new degree
programme proposals are evaluated by means of a uniform evaluation form. Curricula are also developed using a
study workload questionnaire intended for students.
Figure 1. Laurea's quality assurance system.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
A011 INITIATION OF PROFESSIONAL GROWTH
A0078 Service Project 10
A0079 Service Business in a Changing Operating 10
Environment
A0082 Customer-Oriented Service Quality 10
01147 Legislation on Regulating Liquor Licences 0
01148 Certificate in Food Hygiene 0
A0080 Intercultural Approach to Service Field 5
A0084 Service Product Design 10
A0081 Servicecommunication 5
A0153 Corporate Social Responsibility 5
00524 Basic Spanish 1 5
00526 Basic Italian 1 5
00530 Basic French 1 5
00532 Basic German 1 5
00534 Basic Russian 1 5
A012 DEVELOPMENT OF CORE COMPETENCES IN
THE FIELD
A0087 Leadership in a work community 10
A0091 Management of a service company´s 10
performance
A0092 Managing Service System 10
A0088 Organisational communication 10
A0196 Business Management in the Hospitality Field 5
A0090 Event Management 5
A013 DEEPENING PROFESSIONAL COMPETENCE
01225 Creating Innovation through Service Design 10
A0093 Customer relationship managament 5
A0097 Service Business Development 5
A0098 Current Issues and Future Trends 5
A0099 Job Placement 1 15
A014 WORKPLACE DEVELOPMENT AND RENEWAL
A0100 Job Placement 2 15
00043 Thesis 15
047 LAUREA'S COMMON STUDIES
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
125 ELECTIVE STUDIES
01260 Preparatory Studies in Swedish 5
01261 Preparatory Studies in English 5
01283 Finnish language and Communication 5
30 60 60 60
A011 INITIATION OF PROFESSIONAL GROWTH, 60 cr
Description:
* This is a stage of orientation and motivation to study, and familiarisation with the service business.
* The objectives of the studies are specified and students consider questions related to their professional identity.
* In teaching, both development-based learning and familiarizing the tasks as well as professions in the service
sectot are focused on.
* Students acquire competence and credits.
A0078 Service Project, 10 cr
The student is able to:
* evaluate and develop one’s competence and learning style orientation
* create a personal competence development plan
* acquire and use information with justifications and use IT tools
* plan, implement, market, document and evaluate a service event for a specific target group in the form of a project
Contents of the study unit:
*initiation of the professional growth process and personal competence development plan
*acquiring information and IT tools
*basics of an investigative and developmental approach, and good practices for research reporting
*service event as a project
*basics in project work
*marketing of services
Study unit description:
Students organize a service event as a group making use of communication skills, IT, team work and project work
skills.
Conceptual and critical thinking and evaluating personal development needs create a foundation for investigative
activities at a university of applied sciences.
A0079 Service Business in a Changing Operating Environment, 10 cr
The student is able to:
*interpret the operating environment and its changes
*specify the basic functions of a company's operations
*calculate key figures related to profitability
*present a company's operations using business models and earnings principles
*specify value chains and networks
*present issues orally and visually considering the target group
Contents of the study unit:
*operating environment and its changes
*business models and earnings principles
*networks
*financial management/profitability calculations/cost calculations in the service field
*entrepreneurship
*customer satisfaction
*principles of statistical research methods
Study unit description:
Students build a foundation for business competence. Business competence is the ability to establish a company’s
operations in its operating environment proactively. Students make use of statistical methods to improve customer
satisfaction.
A0082 Customer-Oriented Service Quality, 10 cr
The student is able to:
*produce, evaluate and develop customer-oriented services and service processes in various service situations
*participate in a work community considering others
Contents of the study unit:
* customer orientation
* services and service processes
* service quality, including hygiene, food safety and nutrition
* personal selling in practice
* academic writing
Study unit description:
Students produce good and customer-oriented service. They describe service quality using the methods of
academic writing. The study unit takes place in the BarLaurea learning environment.
01147 Legislation on Regulating Liquor Licences, 0 cr
The student is able to:
• Apply the legislation concerning regulation of liquor licences in customer service
Contents of the study unit:
· Legislation concerning regulation of liquor licences
Study unit description:
• Student familiarizes him/herself with the legislation on liquor licences
• Student passes an exam on legislation of regulation of liquor licences successfully
01148 Certificate in Food Hygiene, 0 cr
The student is able to:
• apply his/her knowledge in food hygiene in all parts of the self-supervision elements of the HACCP quality control
system at a company.
Contents of the study unit:
• The law of food hygiene
• Self- supervision based on the principles of the HACCP concept (Hazard Analysis and Critical Control Points)
• Hygienic quality; hygiene quality of surfaces and food safety, hygienic working methods and personal hygiene
Study unit description:
• Student familiarizes him/herself with the law of food hygiene
• Student passes the test in food hygiene proficiency successfully
A0080 Intercultural Approach to Service Field, 5 cr
The student is able to:
* Acquire and apply knowledge on cultural differences from a customer perspective
*Cooperate in multicultural communities
Contents of the study unit:
*Basics in intercultural theories
*Teamwork in an international environment
*Intercultural Customer Service
Study unit description:
Students participate in multicultural communities. Elements of cultural competence include educational cultural
awareness that supports service operations, as well as developing language skills and tolerance.
A0084 Service Product Design, 10 cr
The student is able to:
* chart the needs of users
* use and apply qualitative research methods
* design service products applying a multisensory approach and the methods of service design
Contents of the study unit:
*service design process
*brands, productisation and conceptualisation
*sensory evaluation and the multisensory approach in service design
*research process and reporting
*acquiring and analysing qualitative data
Study unit description:
The study unit familiarises students with the necessary methods for acquiring customer and user understanding.
Planning service products for the hospitality management sector provides practice in service design.
A0081 Servicecommunication, 5 cr
The student is able to:
*participate actively in tasks in the field in the Swedish language
*acquire and make use of Swedish skills related to service culture
*communicate in Swedish, verbally and in writing
*handla aktivt i branschens olika arbetsuppgifter på svenska
*inhämta och tillämpa svenskspråkig information om servicekultur
*kommunicera skriftligt och muntligt på svenska
Contents of the study unit:
*communication, interaction and negotiation skills in Swedish, orally and in writing
*service communication
*cultural knowledge
*kommunikations-, interaktions- och förhandlingskunnande på svenska både skriftligt och muntligt
*servicekommunikation
*kulturkunskap
Study unit description:
The study unit focuses on developing diverse communication, interaction and negotiation skills in the Swedish
language for varios service contexts. Students attain skill level B1.2 as defined in the Common European
Framework, and pass the civil service language proficiency certificate in oral and written Swedish with a Good and
Saticfactory grade.
Utveckling av mångsidig kommunikations-, interaktions- och förhandlingskunnande på svenska i servicebranschens
olika situationer har stort intryck i studieperioden.
Studeranden uppnår kunskaper minst enligt den europeiska referensramen B1.2 och kommer i besittning av
statsförvaltningens språkexamens god eller acceptabel evaluering både skriftligt och muntligt i svenska språket.
A0153 Corporate Social Responsibility, 5 cr
The student is able to:
• Develop a wider approach to ethical questions and organisational values
• Combine CSR with business actions and strategy
• Discuss social responsibility issues
Contents of the study unit:
• Ethics and organisational values
• Sustainable guidelines on economic, environmental and social performance
• Responsible leadership
• Product safety
• Occupational safety and health
• Equality at work
• Diversity and multicultural issues
• Current issues on sustainability reporting and CSR standards
Study unit description:
This study unit introduces the students to the basic concept of corporate social responsibility. Organisational
responsibility is seen from three viewpoints: economic, environmental and social responsibility. The critical thinking
of the students is enhanced through discussions.
00524 Basic Spanish 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00526 Basic Italian 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
.
Previous studies:
None.
00530 Basic French 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00532 Basic German 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
rituntemus
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00534 Basic Russian 1, 5 cr
The student is able to:
• kielen perusrakenteita sekä perussanastoa
• viestiä kohdekielellä yksinkertaisissa tilanteissa
• kirjoittaa yksinkertaisia ja ohjattuja viestejä
• tunnistaa kielialueen kulttuurille tyypillisiä piirteitä
Contents of the study unit:
• yksinkertaiset viestintätilanteet
• keskeiset rakenteet
• kielialueen kulttuurituntemus
Study unit description:
Opiskelija saavuttaa eurooppalaisen viitekehyksen taitotason A1.
Previous studies:
Ei ole.
A012 DEVELOPMENT OF CORE COMPETENCES IN THE FIELD, 60 cr
Description:
* This is the experimental stage of development-based learning in the various service business operating
environments and tasks.
* Students can build their professional identities by trying out and considering various career choices in the sector.
* The focus of teaching is on linking development-based learning to various professional tasks in service business.
* The experiences students receive of the service business reinforce their professional identity and the progress of
their studies.
A0087 Leadership in a work community, 10 cr
The student is able to:
Analyse and develop their own leadership competence
Plan and implement operations in a work community
Apply the main principles of leadership on the operations of the work community and network
Contents of the study unit:
Management and leadership
Self-leadership and leadership practices
Organisational culture and values
HR management and well-being at work
Employment matters
Study unit description:
Students are able to solve leadership-related problems in changes taking place in the organisation and society.
A0091 Management of a service company´s performance, 10 cr
The student is able to:
*Explain the principles of internal and external accounting *Analyse the financial status of a company using the key
figures
*Assess the principles of business profitability
Contents of the study unit:
*Basic dimensions of a company's financial administration: funding and internal and external accounting
*Financial statements and accounting documents
*Profitability accounting and budgeting; pricing and investment calculations
Study unit description:
Students evaluate service operations from a financial point of view. They acquire business competence that will be
useful for their own enterprises.
A0092 Managing Service System, 10 cr
The student is able to:
*produce and develop customer-oriented services and service processes as part of a high-quality service system
*develop their skills in the day-to-day management of production and service processes
Contents of the study unit:
*products, services, service and production processes as well as systems in different service environments, and
their development
*describing service processes
*service and service process development methods
*analysing and developing personal competence
Study unit description:
Students apply their competence in the production processes of the hospitality field. They provide service moments
to their customers in a user-oriented, cost-aware and safe manner.
A0088 Organisational communication, 10 cr
The student is able to:
Plan, implement and evaluate communication in the organisation in English
Communicate in English as experts
Contents of the study unit:
*roles of communication in networks and organisations
*target-oriented planning, implementation and evaluation of an organisation’s communications Managing
communication according to plan
*expert’s communication skills
*intercultural communication
Study unit description:
Students develop communication in organisations.
The framework for competence development is formed by organisations that use Finnish and English as their
working languages and their networks.
A0196 Business Management in the Hospitality Field, 5 cr
The student is able to:
*plan and manage hotel, congress, catering, event services and sales office functions in a profitable and customer-
oriented manner
*apply various measurement methods to assess the productivity and efficiency of business operations
Contents of the study unit:
*business plan
*cost effectiveness, key figure calculations and reports
*drawing up offers, contracts and correspondence at a hotel sales office
*recognising customer needs and expectations; measuring customer satisfaction
Study unit description:
Students have the knowledge to carry out management tasks for hotel, congress, sales office, catering or event
services in a profitable and customer oriented manner.
A0090 Event Management, 5 cr
The student is able to:
*plan and implement events in different operating environments in a professional manner
*assess the event as a whole as well as its financial and qualitative success
Contents of the study unit:
*diverse event services; meetings, congresses, trade fairs, festivities and themed events
*partnerships; subcontractors, sponsors, etc.
*planning event content and process together with the customer; theme, idea and script
*implementation schedule and drawing up and monitoring the budget
*organising the event and follow-up
Study unit description:
Students plan and implement an event according to customer needs. They apply the necessary methods and tools
for managing the event.
A013 DEEPENING PROFESSIONAL COMPETENCE, 60 cr
Description:
* This is the stage at which the area of specialisation within the service business is specified.
* The area of specialisation is defined and core competence deepens through studies and job placement based
experiences.
* Teaching focuses on deepening development competence and applying it to developing the service business.
* The studies produce and increase workplace development competence and students gain credits.
01225 Creating Innovation through Service Design, 10 cr
The student is able to:
carry out an innovation project applying the newest existing knowledge and service innovation and design methods
• carry out creative problem solving and development of working methods
• know the prerequisites for profitable and customer-oriented operations
• work in a diversified project
Contents of the study unit:
• service innovations
• innovation process in practice
• SID methods
• planning, conducting and evaluating an innovation project
Study unit description:
Students carry out a service innovation project.
A0093 Customer relationship managament, 5 cr
The student is able to:
*Build customer relationships
*Analyse and develop diverse customer relationships
*Manage customer relationships
Contents of the study unit:
*Different types of customer relationships and partnerships
*Basic processes of customer relationship management
*Direct marketing
*Customer profitability
*Customer promises and value creation
*Application of statistics
Study unit description:
Students analyse, develop and manage customer relationships. Customer information is analysed using methods
from statistics and marketing.
A0097 Service Business Development, 5 cr
The student is able to:
*evaluate and develop service products for hospitality and event services
*develop one's skills as entrepreneurs in the field
*apply information produced through research methods, and use future development methods for developing
services
Contents of the study unit:
*service product development
*service business
*entrepreneurship
*future research methods
Study unit description:
Students advance their skills in service product development for hospitality and event services from an
entrepreneurial perspective. They develop and design service products, taking into account both the needs of users
and the business and other targets of the entrepreneur.
A0098 Current Issues and Future Trends, 5 cr
The student is able to:
*Discuss and comment on a central topical phenomenon in the society in relation to its impact on the future of
service operations.
*Use international and Finnish sources of information in their fields
Contents of the study unit:
*Most recent research knowledge and sources of information in the sector
*Internationalisation development in the sector and international trends
Study unit description:
Students deepens their competence in their own areas of expertise. The study unit may be taken as an online
course or by participating in Finnish or international trade fairs or conferences. The content and implementation of
the unit are based on the student's own area of interest and on current needs.
A0099 Job Placement 1, 15 cr
The student is able to:
• analyse and structure their work contents and methods
• analyse their actions by discussing targets and how well they have been met in the work community
• improve their service competence
• contribute to developing the host company's practices/business processes
Contents of the study unit:
• Setting objectives for the job placement
• Completing a job placement
• Reporting in writing on the placement
• Feedback meeting
• Making a presentation on the placement and providing mentoring for other students according to plan
Study unit description:
Students improve their workplace skills, and observe their work and work environments from the point of view of
development.
A014 WORKPLACE DEVELOPMENT AND RENEWAL, 30 cr
Description:
* This is the stage of development and innovation competence becoming established in problem-solving.
* The studies prepare students to adopt innovative and development-focused approach in work methods and to
operate as independent entrepreneurs.
* The teaching encourages independence and creativity, as well as lifelong learning while operating in changing
service business networks.
* The studies produce innovative development professionals for expert positions in service business.
A0100 Job Placement 2, 15 cr
The student is able to:
*evaluate one's professional competence and the demand of the workplace
* increase and deepen one's service competence
* develop the organisation's service functions as members of a community of experts
* create personal links with the wordl of work and operate in networks
Contents of the study unit:
* setting objectives for the placement
* completing the placement
* reporting in writing on the placement
* feedback meeting
* making a presentation on the placement and providing mentoring for other students according to plan
Study unit description:
Students acquire diverse skills on working within production, planning, expert, managerial or development tasks in
the field, or as entrepreneurs. They deepen their professional competence by participating in the creation of service
innovations. They manage and evaluate their practical work process in relation to their personal targets.
00043 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test
Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.
047 LAUREA'S COMMON STUDIES, 0 cr
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00202 Initial Test in English Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00203 Initial Test in Swedish Skills, 0 cr
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.
00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 cr
125 ELECTIVE STUDIES, 0 cr
Description:
Students use elective studies to deepen and broaden their competence in various themes and ge-neric
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.
Content:
Each curriculum contains a theme consisting of elective studies. In the students’ personal study plans, the theme
should be made up of the study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another higher education institution
(university of applied sciences, university, Online University of Applied Sciences, foreign institution) that cannot be
recognised for the degree programme but that the student wishes to include in the degree should be classified
under this theme. The number of credits from elective studies can be set separately for each degree programme,
tak-ing into account recommendations for the field of study. The aim is to have at least 15 cr of elective studies in
each degree programme
01260 Preparatory Studies in Swedish, 5 cr
The student is able to:
• ruotsin perusrakenteet
• käyttää opinnoissaan ja työelämässä tarvittavaa perussanastoa
• kirjallisen ja suullisen viestinnän perustaidot
hyödyntää monipuolisesti erilaisia menetelmiä kielitaitonsa kehittämisessä
Contents of the study unit:
• ruotsin/englannin kielen keskeiset rakenteet
• sanaston laajentaminen
• suulliset ja kirjalliset oppimistehtävät
• erilaiset oppimisstrategiat
Study unit description:
Opiskelija harjoittaa viestintätaitojaan ruotsin kielessä kehittääkseen valmiuksiaan opintoihinsa ja työelämään.
01261 Preparatory Studies in English, 5 cr
The student is able to:
• englannin perusrakenteet
• käyttää opinnoissaan ja työelämässä tarvittavaa perussanastoa
• kirjallisen ja suullisen viestinnän perustaidot
• hyödyntää monipuolisesti erilaisia menetelmiä kielitaitonsa kehittämisessä
Contents of the study unit:
• englannin kielen keskeiset rakenteet
• sanaston laajentaminen
• suulliset ja kirjalliset oppimistehtävät
• erilaiset oppimisstrategiat
Study unit description:
Opiskelija harjoittaa viestintätaitojaan englannin kielessä kehittääkseen valmiuksiaan opintoihinsa ja työelämään.
Previous studies:
01283 Finnish language and Communication, 5 cr
The student is able to:
· hyödyntää kielenhuollon ja kielitiedon apuvälineitä
· laatia asiatektejä
· kirjoittaa verkkotekstiä
· pitää erilaisia puheita ja presentaatioita
· toimia kokouksissa ja neuvotteluissa aktiivisena osallistujana
Contents of the study unit:
· Suomen kielen peruskielioppia
· Kielitietoa ja kielenhuoltoa
· Kirjoittamisen teoriaa
· Kirjoitusprosessi
· Lähteiden käyttö kirjoittamisessa
· Erilaisia tekstilajeja (essee, referaatti, tiivistelmä, artikkeli, raportti)
· Verkkoviestintää
· Puheviestinnän teoriaa
· Erilaisia puhetilanteita (tilannepuheet, presentaatiot, monenkeskiset ja kahdenkeskiset keskustelut, kokoukset,
neuvottelut)
Study unit description:
Opiskelija kehittää viestinnällisiä taitojaan ja tulee tietoiseksi omista vahvuuksistaan viestijänä. Opiskelija harjaantuu
käyttämään kielenhuollon apuvälineitä asiatekstin rakentamisessa. Hän oppii laatimaan erilaisia tekstejä ja pitämään
erilaisia puheita.