Opetussuunnitelma
2013
Sosiaali-, terveys- ja liikunta-ala
Laurea Tikkurila
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2013
Social Services, Health and Sports
Laurea Tikkurila
Bachelor's degree programmes
Opetussuunnitelma · Sosionomikoulutus (SSV), Laurea Tikkurila · Ryhmä SSV13SN
Opetussuunnitelma 2013 – SSV13SN (englanniksi)
Curriculum · Degree Programme in Social Services (SSV), Laurea Tikkurila · Group SSV13SN
Curriculum 2013 – SSV13SN (in English)
Curriculum 2013 – SSV13SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Social Services (Laurea Tikkurila, sote), SSV13SN
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through communities and
the networks that they form. Students use projects to learn the basics of networking, social skills and communication
with experts in the field. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, comparable degrees, the process has created a system
based on two main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its
degree structure to align it with this European objective. In universities of applied sciences, the two-cycle degree is
implemented in a way that students obtain a first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
mobility, curricula must be internationally understandable. The aim of standardising the structures and learning
targets of degrees is to improve the conditions for mobility within and between higher education institutions during
the studies, and also in the workplace after graduation. In terms of the recognition and comparability of degrees
taken in different countries, it is important to link learning targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
Operating environment
The social services operating environment is characterised by constant change. Globalisation, changes in the
economy and industry, and technological advances are reflected in the lives of individuals, families and
communities. Some of the main challenges faced by the social services are the aging of the population,
multiculturalism and increasing socioeconomic differences. On the other hand, internationalisation opens new
opportunities for networking, diverse good practices and dynamic markets and employment in the social services..
The welfare service structure is shifting from being system- and sector-focused to providing customer-oriented,
networked services. The significance of immediate communities and private services is growing in welfare
production. Welfare technology will continue to open new doors, although interpersonal work is also increasing in
importance. Service innovations are required in order to respond to the challenges faced by the welfare sector, and
they can partly be attained through development of welfare entrepreneurship.
Laurea’s area of operation, the Helsinki Metropolitan Area, is highly dynamic. The area is characterised by
population growth, strong economic and technological development, internationalisation and multiculturalism. The
lifestyles of people in Uusimaa region vary from typical urban cultures to rural small community cultures. The aging
of the population will be the single biggest challenge faced by welfare services in Uusimaa in coming years. Other
challenges are related to supporting the everyday lives of families with children living in widely different conditions,
to various social problems and to factors that cause social marginalisation, such as unemployment, homelessness,
addiction and mental health problems and crime.
Bachelors of Social Services graduating from the Degree Programme in Social Services find employment in a wide
variety of positions in social services, including early childhood education, child welfare, and work with the disabled,
the elderly, substance abusers or mental health patients. Some of the most common titles are social welfare
workers, counsellors, senior counsellors, kindergarten teachers, family workers or project managers. Bachelors of
Social Services can assume various positions requiring expertise in planning, implementing, evaluating,
coordinating and developing work. Entrepreneurial welfare services (work in charities or private service providers)
are increasingly gaining ground. As the service structure changes, more people are expected to work as social
service entrepreneurs. Students can also acquire international competence during the degree, which broadens and
diversifies their field of expertise.
Expertise
The aim of the Degree Programme in Social Services is to train experts in social services. This means providing
training in issues related to education, rehabilitation, prevention and the maintenance of abilities, from the points of
view of relationships between people, social situations and the society as a whole. The value base of social services
is founded in respect for people and social justice. Bachelors of Social Services are experts in everyday life,
supporters of ordinary people in various situations and problems that they encounter.
The field of social services and health care consists of working with people. Skills in interpersonal work, interaction,
empathy, responsibility, individual and group management, and holistic encounters with people form the core of
competence in the field. Social services also emphasise the societal nature of problems, resources and support.
The operating environments of the sector are built on the basis of social policy decisions and global development.
Bachelors of Social Services must be prepared to work in the public, private and third sectors alike, understanding
their global nature. The relationships of an expert in social services with the society are twofold. On the one hand,
Bachelors of Social Services are executors of social policy decisions, providing guidance to customers in the use of
welfare services. On the other hand, their core competence includes providing social influence and supporting
citizens through social change processes.
The Degree Programme in Social Services trains experts for the broad field of social services, whose different areas
require different specialist expertise. Challenges and opportunities related to population, legislative, technological
and methodological developments create a need for specialist skills. The main areas of specialisation are related to
the aging population, supporting children and families, marginalisation, social rehabilitation, multiculturalism,
internationalisation and increasing participation.
Competence in diverse social service methods and a deep understanding of the social viewpoint form an essential
part of expertise in social services. Work with customers living in different conditions and with changing social
situations emphasises the need for a research-oriented and developmental approach instead of one where ready-
made solutions are adopted; also needed is a constant self-evaluation of one’s own work and learning, i.e. reflective
professionalism. Social efficiency requirements and a focus on citizens’ rights and the effectiveness of social service
work have brought about an emphasis on evaluating services and work methods, on quality and on leadership.
Competences
The competence of a Bachelor of Social Services is based on social and behavioural science theory. The main
methodological foundations are related to social work, social pedagogy, and a creative and functional orientation.
The core competences of a graduate are:
• ethical competence in social services
• competence in customer work
• systems competence in social services
• social analysis skills
• reflective development and management competence
• community competence and social engagement
• multiculturalism and internationalisation skills
• creative and functional competence
Creative Functions Specialisation Option
The Creative Functions specialisation option involves a social pedagogy and functional approach to work. Promoting
subjectivity and empowerment forms the core of social pedagogy and creative functions. The focus is on reinforcing
the persona, the internally guided subject, who can make choices based on genuine needs and feel relevant.
Interest in social pedagogy is focused on change. Creative methods as a part of the principles and models of social
pedagogy give opportunities for building dialogue, concretely specifying phenomena and making them visible.
Students of the specialisation option acquire tools for recognising their own and their customers' resources. Creative
functions can be used to reinforce the resources of individuals and whole communities. Participatory job orientation
also deepens understanding of the societal level and how it can be influenced.
Everyday-based social pedagogy works with customers to identify solutions and paths that connect the customers to
their own lives, so that they perceive themselves as active players, influencers, decision-makers and responsibility-
takers in their lives. The duty of the society in this process is to offer individuals the opportunity to participate in the
community, the society and their operations, and to provide individuals with a mirror in which to assess their own
actions. The basic idea behind professional orientation is that creative resources exist within the individual and the
environment, and can be utilised consciously.
Initiating and supporting the customer's growth process implies that the social worker must be in touch with his or
her own creative opportunities. Therefore the task for education is to provide social workers with the necessary tools
for working with themselves, which will allow them to support customers in identifying their resources. Students with
a social pedagogy approach grow during their studies into experts who are self-directed, research-oriented and
skilled in development and team work, who will as future professionals help and support service users and members
of society to become fully empowered citizens.
The Creative Functions specialisation option (130 cr) consists of the following study units:
• Becoming a Social Service Professional 10 cr
• Interaction in Customer Work 10 cr
• Producing Welfare 10 cr
• Methodical Customer Work 10 cr
• Teamwork and Group Work 5 cr
• Responsible Leadership in a Work Community 10 cr
• Creativity as a Support for Participation - optional advanced studies 30 cr (15 + 15):
• Participatory Drama 10 cr + Psychosocial Drama 5 cr
• Participatory Figurative Expression 10 cr + Community Art and the Therapeutic Nature of Images 5 cr
• Applied Fitness and Dance 10 cr + Special Methods in Fitness and Dance 5 cr
• Participatory Music 10 cr + Therapeutic Use of Music 5 cr
• Work Placements 30 cr (Customer Work Practice 15 cr + Professional Methods Practice 15 cr)
• Thesis 15 cr
Professional Growth and Annual Themes
Education in social services is founded on a conception of humanity that emphasises development opportunities,
activity and resources. Learning situations promote active information processing and focus on a creative,
experiential and interactive approach. The starting points for learning lie in reflecting on forms of interaction and
experience and critically examining one’s own experiences and information structures built during life. Throughout
their studies, students are encouraged to adopt a research-oriented and developmental approach, to increase their
ethical awareness and to assume critical ethical reasoning and responsibility.
The social expertise growth process is supported by the professional growth path. The professional growth path is
intended to support the progress of studies and the development of the students' identity as operators in social
services. The professional growth path progresses different four stages defined in Laurea’s Pedagogical Strategy.
The four stages of professional growth are:
• Initiation of professional growth
• Development of core competences in the field
• Development of in-depth competence
• Development and renewal of employment sector
The professional growth path is completed using tutoring by teachers and small-group guidance, i.e. tutor group
meetings; it begins at the beginning of studies and ends on graduation. The initial stage of the studies supports the
students' adoption of their roles and identities as students and social service operators. Students are supported in
assuming responsibility for their learning and working in groups, and they receive skills in assessing their own
learning and growth. As they progress in their studies, they are encouraged to adopt the identity of a social service
operator and a research- and development-oriented approach to work. Students receive skills in ethical debates and
in evaluating their own actions. Towards the end of their studies, students deepen their workplace skills and their
adoption of the role of an employee in readiness for working life. They receive skills in working with others and
promoting their own and others' occupational welfare. Mentoring is included in the sense that the students have a
workplace mentor or, conversely, they mentor a younger student. In their graduation tutorials, students go over their
professional growth process through self-evaluation.
From the students' point of view, the professional growth path is linked to the following study units:
• Becoming a Social Service Professional
• Professional Work Methods Practice
• Responsible Leadership in a Work Community
• Career and Graduation Talk
Description of the Degree Programme
Competence development
Students start by looking at the learning methods needed at the university of applied sciences and become familiar
with the multidisciplinary framework of the social service sector. This stage stresses the importance of self-
evaluation, of defining one’s self-image, and of improving customer interaction skills. Students learn the ethical
principles of social services and adopt a customer-oriented and respectful way of working. As their studies progress,
the students begin to focus increasingly on work, processes and methods in social services. They evaluate their
activities in relation to the general practices and methods of the sector. Questions of equality in welfare service
provision are addressed. The later stage of studies emphasises social awareness. Students look at their own
activities and the work they carry out in the workplace in relation to social trends and values. An investigative
approach and skills in developing work methods are particularly important in later studies.
Learning by Developing
The principle of studies at Laurea is that staff and students work together in Finnish and international research and
development activities. This means that during their studies, students take part in genuine research and
development projects, acquiring competence in creating and fulfilling innovative solutions for workplace
development. This integrates R&D&I closely into teaching. In Learning by Developing, the expertise of workplace
representatives, teachers and students is combined to form collective expertise that can optimally generate new
knowledge. This also links students and staff closely to regional engagement and allows students to build
international and national networks of relations.
Development projects and workshops allow individual and social learning, the generation of new learning data, as
well as the production of innovations in the form of new products, operating models and work cultures. Students
acquire methods in R&D and project work, and learn how to operate in development projects throughout their
training. Guidance and self-evaluation are used to support the personal, ethical and professional growth needed for
the field. International operations form an important part of the degree programme.
Multiculturalism and internationality as a part of the studies
In their studies, the students become familiar with the multicultural nature of the social services sector, and have
opportunities for developing their international competence right from the start. Multicultural and international
questions are linked naturally to all study units, and from year 2 onwards students are invited to take part in
international exchanges for studying or completing work placements. Laurea Tikkurila's international projects,
English-language study units, extensive language study opportunities, International Week, visiting lecturers and
international exchange students support the students' internationalisation at home and globalisation competence.
Welfare entrepreneurship as a part of the studies
Welfare entrepreneurship competence forms a part of the entrepreneurship path that is woven into the core
competence of the field. The aim is to produce knowledge of entrepreneurial service providers such as small
businesses, charities and associations as a part of welfare services. The aim is also to increase awareness of and
positive attitudes towards entrepreneurship and to create understanding of how to set up a business. An
entrepreneurial approach can imply either starting one's own business or internal entrepreneurship while working for
someone else, or promoting social entrepreneurship or the employment of the disabled. Increasing demand for
welfare services opens doors for new companies being set up in the field. Entrepreneurship studies allow students
to come up with, plan and develop welfare service business ideas and innovations, and to work in the campus
incubator.
Structure of the curriculum
The Degree Programme in Social Services comprises 210 credits (cr), including 20 cr in compulsory basic studies.
There are 125 cr in shared compulsory professional studies. Optional professional studies include optional
advanced themes (45 cr). Elective studies make up 20 cr. In addition the degree programme includes practical work
to foster competence (45 cr) and a thesis (15 cr). Students can use the optional advanced themes, the optional and
elective studies as well as various kinds of projects to build their own learning paths to career development.
During the degree, students focus their competence on one of the following specialisations:
• Supporting the Well-Being of Children and Families
• Creativity to Support Participation
• Marginalisation and Participation
• Supporting the Well-Being of Senior Citizens and the Elderly
Students must complete 45 credits in one of the advanced themes.
The degree includes 45 credits in practical work to further professional development. There are three work
placements during the degree:
• Customer Work Practice (15 cr) is included in the Encountering the Customer theme, and is generally completed in
the first year.
• Professional Work Methods Practice (15 cr) is included in the optional advanced themes, and is generally
completed in the second year
• Professional and Service Innovation Development Practice (15 cr) is included in the Managing and Developing
Work in Social Services theme, and is generally completed in the third year.
Graduates of the degree can become qualified kindergarten teachers (Act 272, Section 7 and Decree 608/2005 on
the qualification requirements for social service professionals) by completing 60 credits of studies in early childhood
education and social pedagogy. (Attachment: Decision of the Managing Director 31/2007, including a list of the
required studies for the qualification.)
Elective studies (20 cr) can be used to deepen or broaden the students’ competence. Students may complete
elective studies from their own or from external degree programme selections. Elective studies can be used to
acquired competence related to welfare entrepreneurship by taking related study units or starting up a business
using the pre-incubator services. Particularly suitable as elective studies are the study units Developing Service
Innovations, Service Innovations in Business Development, Innoplaza and Student Tutoring, as well as elective and
preparatory language studies. Elective studies from external degree programmes can be either whole themes or
individual study units. Students can also complete elective studies from other advanced themes in the Degree
Programme in Social Services.
The degree includes 15 credits in a thesis. The thesis process is organised in collaboration with the other degree
programmes at the unit, which means that students can participate in multidisciplinary projects and work processes.
During the thesis process, students grow professionally towards expertise, acquiring a research-oriented and
developmental approach. The thesis and the development studies chosen in the final year are related in content to
the optional advanced themes and linked to the research and development directions of the unit.
Thanks to the Recognition of Prior Learning (RPL) process, students can have their existing competence recognised
as a part of their studies. The RPL process is applied from the start of the studies, always taking into account the
competence requirements of the social services sector.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
V014 FOUNDATIONS OF WORK IN SOCIAL
SERVICES
V0042 Becoming a Social Service Professional 10
V015 ENCOUNTERING THE CUSTOMER
V0043 Interaction in Customer Work 10
V0044 Diverse and Multicultural Customer Relationships 10
V0045 Methodical Customer Work 10
V0046 Customer Work Practice 15
V0047 Svenska inom socialbranschen 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
V016 WELFARE SERVICES AND SOCIAL
INFLUENCE
V0048 Changes in the Welfare Society 5
V0049 Producing Welfare 10
01280 Social Influence and Social Ethics 10
V017 SUPPORTING THE WELL-BEING OF
CHILDREN AND FAMILIES
V0050 Child-Focused Work and Supporting Parenthood 10
V0051 Early Childhood Education 10
V0052 Child Protection 10
V0053 Professional Work Methods Practice, Supporting 15
the Well-Being of Children and Families
V018 CREATIVITY TO SUPPORT PARTICIPATION
V0054 Participatory Drama 10
V0055 Psychosocial Drama 5
V0056 Figurative Expression 10
V0057 Community Art and the Therapeutic Nature of 5
Images
V0058 Applied Fitness and Dance 10
V0059 Special Methods in Fitness and Dance 5
V0060 Participatory Music 10
V0061 Therapeutic Use of Music 5
V0062 Professional Work Methods Practice, Creativity 15
to Support Participation
V019 MARGINALISATION AND PARTICIPATION
V0063 Marginalisation and Social Exclusion 10
V0064 Special Questions in Marginalisation 10
V0065 Supporting Participation 10
V0066 Professional Work Methods Practice, 15
Marginalisation and Participation
V020 SUPPORTING THE WELL-BEING OF SENIOR
CITIZENS AND THE ELDERLY
V0067 The Aged as Individuals and in the Community 10
V0068 Geriatric Social Work 10
01281 Methods in Work with Senior Citizens and the 10
Elderly
V0069 Supporting the Well-Being of Senior Citizens and 15
the Elderly
V021 MANAGING AND DEVELOPING WORK IN
SOCIAL SERVICES
V0070 Research and Development 5
V0071 Research and Development Methods 5
V0072 Teamwork and Group Work 5
V0073 English in Social Services I 5
V0074 Responsible Leadership 10
V0075 Thesis 15
V0076 Professional and Service Innovation 15
Development Practice
V022 ELECTIVE STUDIES
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
00493 Finnish as Second Language-Initial test 0
00194 Preparatory Studies in English 3
00195 Preparatory Studies in Swedish 3
00522 Preparatory Studies in Finnish 3
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
00797 Introduction to worklife English 3
00798 Introduction to worklife English 3
00799 Introduction to worklife Swedish 3
00800 Introduction to worklife Swedish 5
60 60 60 30
V014 FOUNDATIONS OF WORK IN SOCIAL SERVICES, 10 cr
Description:
Students acquire the learning skills needed for studies at a university of applied sciences, and become familiar with
the foundations of work in social services.
The student will be able to:
• formulate a personal study plan including international studies, using the main study tools and techniques and
studying in different learning environment
• see their own studies in the light of the core competence in social services and health care and of social expertise
Content:
The theme covers the basic aspects of and skills related to studying at higher education level, and familiarises
students with the correctional services operating environment using diverse methods. The professional growth path
begins with work in small teams.
Learning process:
The theme consists of basic studies completed at the beginning of the degree and takes place at the stage of
initiation of professional growth. Students develop their professional identities in social services and assume the role
of student.
V0042 Becoming a Social Service Professional, 10 cr
The student is able to:
• evaluate the starting points for their own learning
• understand the significance of evaluating learning
• comprehend the changing operating environment of social services and define social service expertise
• discern the values and ethical principles that direct work in social services
• communicate verbally and in writing in work and everyday situations, and produce written reports using IT
applications
Professional growth path and annual theme:
Students will be able to:
• take responsibility for their learning and for assuming the role of student
• evaluate their learning and their professional growth process
Contents of the study unit:
• social expertise, professional development and personal career planning
• social contexts of social work
• welfare entrepreneurship in the social services and student participation in pre-incubator activities
• values and ethical principles in social services
• skills in learning to learn: self-evaluation, investigative learning, learning by developing
• IT competence and information gathering
• written and verbal communication
Professional growth path and annual theme:
• learning self-assessment
• studying at a university of applied sciences and in Laurea's LbD model
Study unit description:
Students become familiar with the learning environment and with operating environments in social services, using
various methods. They receive skills in identifying their own learning and professional growth.
Professional growth path and annual theme:
The professional growth path is intended to support the progress of studies and the development of the students'
identity as operators in social services. The study unit begins at the beginning of the studies and ends on
graduation. The annual theme is Initiation of Professional growth and in the first year it is linked to the Becoming a
Social Service Professional study unit. The professional growth unit is completed using tutoring and small-group
guidance, i.e. tutor group meetings.
V015 ENCOUNTERING THE CUSTOMER, 50 cr
Description:
Students know how to encounter and provide guidance to various customers and customer groups, always
respecting customers and following the ethical principles of social services.
The student will be able to:
• identify customers' different life situations and resources, and create professional interaction relationships
• assess and apply various theoretical approaches and methods when working with customers
• support and guide diverse customers and customer groups (including families) at various stages of growth and
development and in different circumstances
Content:
Students acquire basic skills in customer work within social services. Theoretical and practical learning begins
through the development of interaction skills. Later they learn about interacting with customers by using various
guidance and empowerment methods. They reinforce and deepen their knowledge of operating environments in
social services.
Learning process:
In terms of professional growth, the theme is situated towards the beginning of the process, where the students’
professional development is apparent as the growth of ethical awareness, a consideration of values and an increase
in professional interaction and customer work skills with regard to individuals and groups.
V0043 Interaction in Customer Work, 10 cr
The student is able to:
• specify the emotions caused by various customer situations and the underlying personal values and beliefs
• create customer-oriented, empathetic interactions in working with individuals and groups
Contents of the study unit:
• customer-oriented interaction and encountering the customer
• working in groups, group development and group dynamics in customer relations
Study unit description:
Students examine their own interaction skills through theory and practical actions. The significance of learning and
working in teams increases and students look at team phenomena from different perspectives.
V0044 Diverse and Multicultural Customer Relationships, 10 cr
The student is able to:
• understand the diversity of the clientele of social services
• discern factors affecting growth and development in customer work
• take into account the significance of different cultures and internationality in social work
Contents of the study unit:
• human growth and development and special needs for support
• social problems and risks in various customer groups
• multiculturalism and antiracism
Study unit description:
Students continue to focus on encountering the customer, particularly with a view to multiculturalism and diversity.
There is an emphasis on creating a personal relationship with the issues and themes under consideration, through
experience and theory. Students become familiar with the diverse and multicultural social services environment
through assignments and knowledge-sharing. During Laurea Tikkurila's International Week (first week of March),
students complete a one-week work placement.
V0045 Methodical Customer Work, 10 cr
The student is able to:
• make use of various theoretical and methodical approaches when acting in customer situations with individuals
and groups
• evaluate their actions and take responsibility for them and their consequences
• use and evaluate various methods of customer work in a systematic and target-oriented way, in order to support
various customer groups' growth and development
Contents of the study unit:
• research and knowledge basis of customer work
• theoretical approaches and methods of customer work in social services
• nature of methodical approaches to social work and the methodological traditions of social work and their
international dimensions
• creative and functional methods in working with individuals, groups and communities
Study unit description:
The study unit covers the concepts, objectives and social tasks of social work and looks in depth at the theoretical
and methodological principles of social services and social work. Through a combination of theory and practice,
workshop work and assignments, students learn to use various work forms and methods in social services, and to
identify, clarify and evaluate their own work methods and abilities.
V0046 Customer Work Practice, 15 cr
The student is able to:
• discern the basic task and environment of an organisation
• encounter and guide various kinds of customers and customer groups in line with the basic tasks of social work
and using a customer-oriented approach
• participate actively and responsibly in a work community
• explain their professional learning objectives and flexibly revise them in line with their learning process
• evaluate their professional growth, their strengths and their needs for improvement in customer work
• act in accordance with the ethical principles of social services
Contents of the study unit:
• learning basic customer work skills in practice through a job placement
Study unit description:
The customer work placement is completed in a social service work environment where students can participate in
customer work. The focus is on the students setting their own targets and evaluating their competence, as well as
trying out customer work in practice.
V0047 Svenska inom socialbranschen, 5 cr
The student is able to:
• use oral and written Swedish in their work environment
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of their fields of expertise using various channels apply information found in foreign-
language sources
• understand what social services competence and practices are like in the other Nordic countries
Contents of the study unit:
• customer-oriented written and verbal communication
• most important social work terminology
• job searching; introducing oneself and one’s educational background and work experience
• familiarisation with social services competence in the Nordic region
Study unit description:
During the study unit, students attain at least skill level B1.2 in the Swedish language as defined in the Common
European Framework. They also pass the civil service language proficiency certificate in oral and written Swedish
with a Good or Satisfactory grade.
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.
V016 WELFARE SERVICES AND SOCIAL INFLUENCE, 25 cr
Description:
Students become familiar with the Finnish social security and welfare service system. They learn to understand the
multifaceted nature of welfare and various different ways of implementing welfare policy and producing welfare.
Students learn to work in service management, networks and multidisciplinary partnerships or projects.
The student will be able to:
• recognise changes at the community or societal level
• understand the Finnish social security system as a whole and know the main legislation and structures applicable
to services
• direct various customer groups in using services and benefits
• work, using various methods, to reinforce the status of certain communities and citizens in society
• recognise welfare entrepreneurship as a part of welfare service provision
• work in multidisciplinary groups and networks
• apply the methods and work processes of structural social work and relate them to the social and socio-ethical
frameworks
• discern social policy changes in the EU's integration movements and the challenges of globalisation for the social
security system and for customer work
Content:
Central to the theme is the recognition of globalisation and changes in the welfare society, and the effects these
changes have had on demand and supply of welfare services. The theme looks at the basic principles of social
policy, and at social change from the point of view of citizens’ communities and the society. Students use different
methods to improve citizens' well-being. The theme provides basic knowledge of social services and law, and of
entrepreneurial welfare services in the form of charities, associations and private enterprise. Also important are
networking, multidisciplinary cooperation and a critical look at professional ethics in social services.
Learning process:
The theme takes place at the stage of professional growth where students develop and deepen their core
competence in the field. Their use of their own functional abilities develops in various projects and networks.
Students improve their ethical awareness and social responsibility, and become aware of the significance of social
processes and structures. They become more knowledgeable on the laws of globalisation and increase their
competence in wefare systems and services.
V0048 Changes in the Welfare Society, 5 cr
The student is able to:
• examine social changes from the points of view of welfare and social work
• outline the development policies of the Finnish social service system
• predict the effects of internationalisation on their field
Contents of the study unit:
• well-being, economics and social policy
• the Finnish society and its changes as the framework for social work
• the social service system and its changes in the national and international context
• social science research and work in social services
Study unit description:
Central to the study unit is the recognition of globalisation and changes in the welfare society, and the effects these
changes have had on demand and supply of welfare services. The unit looks at the basic principles of social policy,
and at social change from the point of view of citizens, communities and the society.
V0049 Producing Welfare, 10 cr
The student is able to:
• understand the general principles related to social service legislation and administration
• understand the service system related to producing welfare, and how it works
• explain some of the development challenges related to producing welfare on the regional, national and
international level
• identify and name some of the ethical issues related to welfare production
Contents of the study unit:
• value base of the welfare society and ethical questions in welfare services
• the social service system and international comparisons
• general legislation defining and regulating services
• administrative principles and models for service production
• service development challenges, innovation and welfare technology
• welfare entrepreneurship
Study unit description:
The study unit looks at the multidimensional nature of welfare and at various ways of implementing welfare policy.
01280 Social Influence and Social Ethics, 10 cr
The student is able to:
• discern social and global changes
• analyse social and global structures and processes that cause and maintain deprivation, and learn how to change
them
• take into account sustainable development in their work and act in accordance to its principles
• initiate value debates and be activators in various organisations and networks
• identify some of the ethical issues related to social development and the diversity of welfare services
• promote the fulfilment of equality ideals in social work
• promote social responsibility
Contents of the study unit:
• civic action and information services
• social, regional and community work
• formation of social problems and structural social work, and their global dimensions
• social and political influence
• social ethics, ethical theories and approaches
• justice as a moral and ethical phenomenon
Study unit description:
The study unit covers opportunities for acting as an opinion leader in various interest groups and mastering various
influencing methods and tools. Students receive skills in promoting the fulfilment of equality and social responsibility
through social work.
V017 SUPPORTING THE WELL-BEING OF CHILDREN AND FAMILIES, 45 cr
Description:
Students learn how to support the well-being of children, adolescents and families. They act as educators and
promoters of well-being for children and adolescents, and as supporters of family empowerment. The learn to
partner in regional networks and are familiar with the local and international professional discourse related to child
and family welfare.
The student will be able to:
• identify the professional requirements and ethical principles of working with children, adolescents and families
• act as critically reflective, continuously developing educators, carers, and learning and growth counsellors for
children
• appreciate and empower families and understand special issues related to multicultural families
• plan, evaluate and implement regional development for children, adolescents and families
• evaluate and develop novel social and cultural models for the well-being of families with children, as part of their
project work and continuous development
• recognise and evaluate the continuous development of child and family work and be aware of international
developments
• act as experts to promote the interests of children, and continuously evaluate and develop expertise
Content:
This theme forms a learning module in which students learn to act as experts and active developers in early and
special education, family work and child and adolescent welfare environments. The focus is on child- and family-
oriented work. The theme supports creative and participatory learning.
Learning process:
In terms of professional growth, the thesis is related to deepening professional competence. The students increase
their ethical awareness and adoption of different perspectives in their work, and develop their ability to acquire,
process and critically evaluate information. They learn to assume responsibility for a group's learning and for the
sharing of learned knowledge.
V0050 Child-Focused Work and Supporting Parenthood, 10 cr
The student is able to:
• acquire, process and critically evaluate information
• support the socio-cultural resources of children, adolescents and families in communities and the society
• develop child- and family-oriented operations, systematically making use of acquired information
• recognise and analyse ethical problems related to child welfare
• act in accordance with ethical principles in the field
• reinforce their competence in identifying the social and cultural resources of children, adolescents and families in
communities and the society
Contents of the study unit:
• family-oriented work and peer support
• methods of supporting parenthood and family work
• preventive child protection work and the child’s interests
• child welfare legislation
• supporting adolescents' growth and preventing marginalisation
• child-orientation in education and the role of the educator
• planning child-oriented and partnership-based education and principles for evaluating early childhood education
• rehabilitation plans as a support for child development
Study unit description:
The topic is approached by examining theory and reading literature. Students improve their skills in evaluating and
developing operations. They become familiar with the basic concepts and phenomena of the field. They also look at
development and project work related to the cooperation network in the field.
V0051 Early Childhood Education, 10 cr
The student is able to:
• apply the theoretical principles of early childhood education and the principles of the service system to their own
work
• evaluate, guide and support children’s individual and community development, activities, learning, investigations
and play
• plan, evaluate and develop various education, care, guidance and rehabilitation methods and operating
environments for children in networks, with a focus on families and children
• account for diverse operators in their work and assume responsibility for a group's learning and for the sharing of
learned knowledge
• solve problems creatively and develop their work methods
• participate in multicultural cooperation
Contents of the study unit:
• play and target-oriented action
• planning, evaluating and developing early childhood education
• early support and learning difficulties
Study unit description:
The study unit covers the theme through workshops using various methods, familiarising students with job
orientation and methods in ordinary and special early childhood education. Students improve their competence on a
practical level, planning, implementing and evaluating a learning project.
Previous studies:
Child-Focused Work and Supporting Parenthood or equivalent knowledge.
V0052 Child Protection, 10 cr
The student is able to:
• assess the resources and support needs of families to promote the well-being of children, adolescents and families
• apply the theoretical principles, service systems and legal background of child welfare as starting points to their
own work
• evaluate social problems in children and adolescents, as well as operating models related to preventing
marginalisation, and recognise the influence of international trends
• know methods and apply them in practice
• account for diverse operators in their work and assume responsibility for a group's learning and for the sharing of
learned knowledge
• solve problems creatively and develop their work methods
• participate in multicultural cooperation
Contents of the study unit:
• child welfare processes and work methods, and their evaluation and development
• rehabilitating child welfare work
• adolescents as child welfare customers
Study unit description:
The theme is covered through familiarisation with job orientation and methods in child welfare and work with
adolescents. Students improve their competence on a practical level, planning, implementing and evaluating a
learning project.
Previous studies:
Child-Focused Work and Supporting Parenthood or equivalent knowledge.
V0053 Professional Work Methods Practice, Supporting the Well-Being of Children and Families, 15 cr
The student is able to:
• act according to professional work methods and evaluate these in relation to an organisation’s main task
• analyse practical professional operations and work situations, providing theoretical justifications
• build empathetic relationships based on interaction
• identify situations of ethical choices and find solutions as members of a work community, with customers and
through partnership networks
• evaluate themselves as growing professionals in relation to the methods of the field and the challenges of
customer work
• improve their international and multicultural competence in national and international operating environments
• Special objectives of the work placement in the theme
• guide and support the well-being and participation of children, adolescents and families, taking into account the
needs of the operating environment and of the customers
• plan and evaluate the operating environment and targe-oriented activities
• apply and naturally develop child- and family-oriented work methods in partnership with other professionals and
with customers
Professional growth path and annual theme:
Students will be able to:
• identify the significance of teams as a part of learning and share their knowledge in teams
• know the requirements for professional competence in social services
Contents of the study unit:
• customer work methods
• practising the adoption of a research-oriented approach
Professional growth path and annual theme:
• professional growth and the professional identity
Study unit description:
Professional methods practice can be carried out ain any professional operating environment that is suited to the
optional theme, in line with the students' own objectives and specialisations. Students can also increase their
international and multicultural competence related to the theme by completing the work placement abroad. To
qualify as a kindergarten teacher, students must complete their second or third placement in a day care centre.
Professional growth path and annual theme:
The professional growth theme is Development of Core Competences in the Field, and it is linked to the
Professional Work Methods Practice in year two. The professional growth unit is completed using tutoring and small-
group guidance, i.e. tutor group meetings.
Previous studies:
Customer Work Practice
10 credits of optional advanced studies, or equivalent knowledge.
V018 CREATIVITY TO SUPPORT PARTICIPATION, 30 cr
Description:
Students learn to understand the significance of creativity and creative activity in promoting the well-being of
individuals, communities and the society, and know how to foster the value of creativity as a support for human
growth and participation. The theme supports creative and participatory learning.
The student will be able to:
• apply various forms of expression and utilise them in their own creative processes as a part of their professional
development and customer work
• understand and utilise the dimensions of creativity as a form of being, a method of thinking, a multisensory
language, a method of influence and a research tools
• act and engage as a socio-cultural inspirer in projects that increase communities' well-being, in partnership with
others
• research and develop emotional and social capital at the societal level, using art-like functions
Content:
Students complete two 15-credit modules out of four alternatives. This theme focuses on the opportunities and
limitations of creativity in individuals, groups, communities and societies within the framework of social services. The
theme deepens the students’ understanding of human multisensory forms of being and ways of working
professionally. In the module, students adopt the role of socio-cultural inspirers through theory and practice.
Competence gained in the theme relates to applying the language of drama, movement, images and music to work
in the field; to investigating one’s own role and expression in challenging situations; to making difficult and important
issues evident in customer work; to strengthening customer participation; and to developing new opportunities and
solutions through interaction between artistic activity and social expertise. Some of the topics in the theme are
participation, empowerment and marginalisation in a community, cultural identity and functionality as a part of
community work.
Learning process:
In terms of professional growth, the thesis is related to deepening professional competence. The students increase
their ethical awareness and adoption of different perspectives in their work, and develop their ability to acquire,
process and critically evaluate information. They learn to assume responsibility for a group's learning and for the
sharing of learned knowledge.
V0054 Participatory Drama, 10 cr
The student is able to:
• use their skills in activities related to drama, movement, images and music to support their professional
competence, and as rehabilitating tools and work resources
• plan, lead and evaluate group processes that utilise dramatic methods
• apply the language of drama and theatre as one way of investigating and bringing up various important or difficult
issues in a community
• act as inspirers of drama and social work, developers of the method and opinion leaders in the field of social
expertise
Contents of the study unit:
• methods of drama and theatre, and the art of creation in social work
• developing one’s own form of expression
• trends and methods of drama in social work
• tasks of a leader and inspirer in drama
• dramatization
Study unit description:
The study unit covers social service phenomena, customer relationships and challenges using the methods of
drama, and looks at the various types of drama. Competence gained in the theme relates to responsibly applying
the language of drama to work in the field; to investigating one’s own role and expression in challenging situations;
and to making difficult and important issues evident in customer work. The main emphasis is on experiential learning
and on committing to group processes.
V0055 Psychosocial Drama, 5 cr
The student is able to:
• know some of the main techniques and theories behind psychosocial drama
• understand the possibilities of psychosocial drama in social work
• understand the therapeutic dimension of drama
• work responsibly at the meeting point between social work and dramatic activity
Contents of the study unit:
• theory and main concepts of psychosocial drama
• main techniques
• sociometry and ethical questions
• psychodrama as therapy
Study unit description:
The study unit covers social service phenomena, customer relationships and challenges using the methods of
drama, and looks at the various types of drama. Competence gained in the theme relates to responsibly applying
the language of drama to work in the field; to investigating one’s own role and expression in challenging situations;
and to making difficult and important issues evident in customer work. The main emphasis is on experiential learning
and on committing to group processes.
V0056 Figurative Expression, 10 cr
The student is able to:
• utilise their skills in figurative activity as a support for professional competence and as a rehabilitating tool and
resource for work
• plan, direct and evaluate group processes that use creative methods
• be developers of art-like functions and social work methods, and opinion leaders in the field of expertise
• recognise and influence the conditions and contexts of creativity in order to develop the creative community and
the creative welfare society
Contents of the study unit:
• methods of imagery and the art of creation in social work
• developing one's own expression
• tasks of a visual expression tutor
• significance of visual experiences in promoting the well-being of individuals, communities and the society
• ways of seeing and being seen
Study unit description:
Students deepen their knowledge of the possibilities of visual expression in social work, through theory and practice.
They seek their own figurative forms of expression by doing and observing, and discover the possibilities and limits
of using images in customer work. They learn to lead the figurative process and understand the significance of
planning, setting targets and reflection in working with individuals, groups and communities.
V0057 Community Art and the Therapeutic Nature of Images, 5 cr
The student is able to:
• encounter persons with special needs who have a long-term illness, disability or other physical, psychological or
social impairment
• lead and apply figurative activities and assist persons with special needs
• apply the therapeutic and rehabilitating dimension of imagery
• apply the language of images as alternative ways of investigating and pointing out various important and difficult
issues in a community
Contents of the study unit:
• community art and environmental art
• therapeutic dimension of figurative activities
Study unit description:
Students attend workshops to obtain personal experiences of the therapeutic possibilities of imagery. They deepen
their understanding through literature and writing. They carry out small-scale projects in work environments and
ventures in the field, obtaining skills in working as figurative activity tutors who listen to the community's needs.
V0058 Applied Fitness and Dance, 10 cr
The student is able to:
• use their skills in activities related to fitness and movement to support their professional competence, and as
rehabilitating tools and work resources
• plan, manage and evaluate group processes that make use of fitness and motion methods
• create and develop their understanding of fitness and dance and their opportunities and special methods, based
on existing knowledge
• act as inspirers and developers of fitness, dance and social work methods, and as opinion leaders in the field of
social expertise
Contents of the study unit:
• methods of fitness and skills in doing in social work
• significance of physical experiences and movement in promoting the well-being and health of individuals,
communities and the society
• communal nature and social capital of fitness and dance
• outdoors and on the sidelines: environmental art, hiking, being outdoors, adventure
Study unit description:
Students become familiar with the process of combining social work with fitness and dance, and its opportunities
and limitations. The emphasis is particularly on increasing customer participation and interaction, and on developing
new possibilities and solutions within fitness activities and social expertise. The main focus is on experiential
learning and committing to group processes.
V0059 Special Methods in Fitness and Dance, 5 cr
The student is able to:
• understand a person's holistic being, the links between mind and body and the needs for, obstacles against and
ways of supporting joining the community
• encounter persons with special needs who have a long-term illness, disability or other physical, psychological or
social impairment
• guide, adapt movements to and assist persons with special needs
• apply the therapeutic and rehabilitating dimension of fitness and dance
Contents of the study unit:
• socio-emotional and fitness-related special needs, their appearance and background factors, assessing challenges
and providing support
• aids and their use in fitness and motion
• Sherborne's interactive motion, psychomotor functions and other special methods
• methods of motion and dance therapy
Study unit description:
Students become familiar with the process of combining social work with fitness and dance, and its opportunities
and limitations. The emphasis is particularly on increasing customer participation and interaction, and on developing
new possibilities and solutions within fitness activities and social expertise. The main focus is on experiential
learning and committing to group processes.
V0060 Participatory Music, 10 cr
The student is able to:
• use their skills in activities related to music to support their professional competence, and as rehabilitating tools
and work resources
• plan, manage and evaluate group processes that make use of fitness and motion methods
• use music in customer work, supporting the actions of individuals and groups
• act as developers of music functions and opinion leaders in the field of social expertise
• influence the conditions and contexts of creativity in order to develop creative communities and a creative welfare
society
Contents of the study unit:
• significance and role of music in social work and the welfare society
• developing one's own musical expression
• leading musical activity
• methods and elements of music and their uses in social work
Study unit description:
Students become practically acquainted with the work methods and elements of music from the perspective of
education and rehabilitation, and examine and develop their own work in practice and theory. They develop their
roles as tutors and their abilities in planning, leading and evaluating musical activity. Through experience and
theory, they deepen their understanding of the opportunities for using music in social work. They practice this in
various customer work projects.
V0061 Therapeutic Use of Music, 5 cr
The student is able to:
• apply and use music therapeutically to support customers' well-being
• utilise their own musical resources in customer work and to support their own occupational health
• understand the meaning of music therapy and its possibilities in health promotion
Contents of the study unit:
• therapeutic dimension of music
• music as a phenomenon
• therapeutic possibilities of music in customer work
• methods of music therapy
• music as a resource
Study unit description:
Students become familiar with the therapeutic possibilities of music through experience, practical examples and
theory. They find out about diverse methods of music therapy and consider the significance of music for various
customer groups, and for the well-being of individuals and groups. The topic is approached through workshops,
lectures and written assignments.
V0062 Professional Work Methods Practice, Creativity to Support Participation, 15 cr
The student is able to:
• act according to professional work methods and evaluate these in relation to an organisation’s main task
• analyse practical professional operations and work situations, providing theoretical justifications
• build empathetic relationships based on interaction
• identify situations of ethical choices and find solutions as members of a work community, with customers and
through partnership networks
• evaluate themselves as growing professionals in relation to the methods of the field and the challenges of
customer work
• improve their international and multicultural competence in national and international operating environments
• Special objectives of the work placement in the theme:
• utilise creative functions in customer work
• build interactive relationships using creative functions, in a target-oriented way
Professional growth path and annual theme:
Students will be able to:
• identify the significance of teams as a part of learning and share their knowledge in teams
• know the requirements for professional competence in social services
Contents of the study unit:
• customer work methods
• practising the adoption of a research-oriented approach
Professional growth path and annual theme:
• professional growth and the professional identity
Study unit description:
Professional methods practice can be carried out ain any professional operating environment that is suited to the
optional theme, in line with the students' own objectives and specialisations. Students can also increase their
international and multicultural competence related to the theme by completing the work placement abroad. To
qualify as a kindergarten teacher, students must complete their second or third placement in a day care centre.
Professional growth path and annual theme:
The professional growth theme is Development of Core Competences in the Field, and it is linked to the
Professional Work Methods Practice in year two. The professional growth unit is completed using tutoring and small-
group guidance, i.e. tutor group meetings.
Previous studies:
Customer Work Practice
10 credits of optional advanced studies, or equivalent knowledge.
Customer Work Practice and at least 10 credits of optional advanced studies, or equivalent knowledge.
V019 MARGINALISATION AND PARTICIPATION, 45 cr
Description:
Students learn to utilise and critically evaluate theoretical principles and concepts in order to understand
phenomena and processes related to marginalisation and participation. They know how to carry out social work with
adults in a way that reinforces participation. The theme supports creative and participatory learning.
The student will be able to:
• discern the social, communal and individual nature and significance of social problems and marginalising
processes
• support the participation of diverse and pluralistic customer groups and the fulfilment of human rights in customers'
everyday lives
• describe the main work forms and methods of social work with adults
• reflect on their own attitudes towards marginalisation and social exclusion
work in ways that reinforce the customer's networks and peer support
Content:
This theme is scheduled for the stages of professional growth at which competence deepens. The study units focus
on marginalisation, social exclusion and participation. The competence gained is evident as the mastery of
important concepts and methods that support participation and as an ability to participate in multidisciplinary teams,
networks and communities in adult social work.
The emphasis of the study units is on the principles and methods of social work that are essential in terms of the
theme. Students who are willing to can deepen their competence through literature and work practice among the
special problems of a chosen customer group.
The emphasis, content and implementation of the theme depend on the unit.
Learning process:
In terms of professional growth, the thesis is related to deepening professional competence. The students increase
their ethical awareness and adoption of different perspectives in their work, and develop their ability to acquire,
process and critically evaluate information. They learn to assume responsibility for a group's learning and for the
sharing of learned knowledge.
V0063 Marginalisation and Social Exclusion, 10 cr
The student is able to:
• understand the social, communal and individual nature and significance of social problems and marginalising
processes
• identify and analyse factors that maintain and prevent marginalisation
Contents of the study unit:
• poverty, social exclusion and marginalisation
• individual, communal and societal contexts for interpreting social problems
national and international development programmes
Study unit description:
The emphasis of the study unit can be on:
-the concepts of poverty, hardship, social exclusion and marginalisation and the related social processes
-different levels of social problems
-networking with voluntary workers, civic organisations and service providers related to marginalisation
-networking with groups of researchers and experts on these matters
V0064 Special Questions in Marginalisation, 10 cr
The student is able to:
• find out about and act in a chosen area of expertise, reinforcing participation and promoting rehabilitation
• direct customers to general and specialist services
Contents of the study unit:
• knowledge of the service systems, networks and work methods in the field
• generic and special service systems and service guidance
Study unit description:
The study units may focus on:
• deprivation, multiple problems, unemployment and homelessness, and how to influence them
• addiction and mental health problems; substance abuse, crisis and mental health work
• sexual minorities
• gender-sensitive social work; specific male and female work
• socio-gerontological work
• disability and work with the disabled
• ethnic minorities and multicultural social work
Previous studies:
Marginalisation and Social Exclusion 10 cr or equivalent
V0065 Supporting Participation, 10 cr
The student is able to:
• respectfully encounter different adult social work customers and customer groups, and use professional methods
when working with them
• plan and implement functions that support participation
Contents of the study unit:
• activating and rehabilitating approach
• adult social work in various operating environments
• influencing marginalisation and supporting participation in different fields of operation
• methods and forms of participatory and preventive work; impact of work and how to evaluate it
Study unit description:
Students become familiar with job orientation in adult social work and with the types of work in the diverse operating
environments of the theme. A central point of view is promoting participatory methods in customer work. The study
unit may focus on different topics each year.
Previous studies:
Marginalisation and Social Exclusion 10 cr or equivalent
V0066 Professional Work Methods Practice, Marginalisation and Participation, 15 cr
The student is able to:
• act according to professional work methods and evaluate these in relation to an organisation’s main task
• analyse practical professional operations and work situations, providing theoretical justifications
• build empathetic relationships based on interaction
• identify situations of ethical choices and find solutions as members of a work community, with customers and
through partnership networks
• evaluate themselves as growing professionals in relation to the methods of the field and the challenges of
customer work
• improve their international and multicultural competence in national and international operating environments
• Special objectives of the work placement in the theme
• understand the societal nature and significance of social problems and marginalising processes in people's lives
• support the participation of marginalised customers and the fulfilment of human and social rights using professional
work methods
• reflect on their own attitudes and actions in relation to marginalisation and social exclusion
Professional growth path and annual theme:
Students will be able to:
• identify the significance of teams as a part of learning and share their knowledge in teams
• know the requirements for professional competence in social services
Contents of the study unit:
• customer work methods
• practising the adoption of a research-oriented approach
Professional growth path and annual theme:
• professional growth and the professional identity
Study unit description:
Professional methods practice can be carried out ain any professional operating environment that is suited to the
optional theme, in line with the students' own objectives and specialisations. Students can also increase their
international and multicultural competence related to the theme by completing the work placement abroad.
Professional growth path and annual theme:
The professional growth theme is Development of Core Competences in the Field, and it is linked to the
Professional Work Methods Practice in year two. The professional growth unit is completed using tutoring and small-
group guidance, i.e. tutor group meetings.
Previous studies:
Customer Work Practice
10 credits of optional advanced studies, or equivalent knowledge.
V020 SUPPORTING THE WELL-BEING OF SENIOR CITIZENS AND THE ELDERLY, 45 cr
Description:
Students learn to utilise and evaluate the theoretical principles of work with senior citizens and the elderly in order to
understand the aging process and to work in customer-oriented and creative ways to develop service processes.
Competence is based on socio-cultural work with senior citizens and the elderly, and on geriatric social work. The
theme supports creative and participatory learning.
The student will be able to:
• work as social service experts to plan, develop and evaluate work methods that promote the well-being of senior
citizens and the elderly
• critically reflect on and support the fluidity of everyday life, social networks, togetherness and peer support among
the elderly
• recognise the main health issues related to aging and support and promote the resources and functional ability of
the elderly
• develop their ethical sensitivity for examining, arguing and acting on moral issues related to the work
• coordinate the services provided to the elderly and ensure that service processes progress smoothly
• be experts who work for the interests of senior citizens and the elderly in challenging life situations, as part of a
multidisciplinary network
• have a social impact on the living conditions, environments and service systems of the elderly to ensure that they
promote quality of life and participation
• develop geriatric work and policies within the context of national and international change
Content:
The competence gained in this theme lies in expertise in services and service processes related to senior citizens,
the elderly and their families. Competence is based on socio-cultural work with senior citizens and the elderly, and
on geriatric social work. The students’ actions are built on a holistic concept of humanity and on the ethical
principles of social services and health care. Students learn to act as innovative experts in the field and master
various different tools and methods of influence, and are familiar with the multicultural and international dimensions
of the field.
The specialist competence required in geriatric work comprises knowledge of aging processes, the stages of life in
old age, the health issues of the elderly, promoting functional ability, the work methods and environments related to
the work, and the benefit and service system available for the elderly. This is based on mastery of gerontology and,
particularly, social gerontology.
Learning process:
In terms of professional growth, the thesis is related to deepening professional competence. The students increase
their ethical awareness and adoption of different perspectives in their work, and develop their ability to acquire,
process and critically evaluate information. They learn to assume responsibility for a group's learning and for the
sharing of learned knowledge.
V0067 The Aged as Individuals and in the Community, 10 cr
The student is able to:
• recognise and evaluate aging as an individual, communal and socio-cultural phenomenon
• elaborate their own relationship with aging, senior citizens and the elderly
• encounter senior citizens as individuals and in groups, and as fully empowered members of society
• recognise some of the central health problems related to aging and support and promote the resources and
functional ability of the elderly
Contents of the study unit:
• holistic concept of humanity at the core of geriatric work
• old age and aging
• cultural significance of the home and the environment in geriatric work
• aging and its cultural and social significance; the environment and communality
• functional ability of the elderly, the main health problems and how to prevent them
• senior citizens and the elderly as a social resource and as members of society
Study unit description:
The study unit focuses on the phenomena of aging, the cultural and social significance of aging, the functional ability
of the elderly and the prevention of health problems. Some parts of the study unit are completed as project work.
V0068 Geriatric Social Work, 10 cr
The student is able to:
• apply national age policies and legislation in geriatric work and recognise the multicultural and international
dimensions of the work
• operate in the service system for the elderly and know the operators in geriatric work and their work forms
• work as social service experts in various tasks in work with the elderly
• carry out research, development, evaluation and influencing tasks in geriatric work
Contents of the study unit:
• Age policy and the main legislation
• The service system and its operators
• Geriatric social services
• Research, development, evaluation and influencing tasks in geriatric work
• Special questions in work with senior citizens and the elderly (e.g. abuse of the elderly, substance abuse and
mental health problems, and gerotechnology)
Study unit description:
The study unit focuses on age policy and the service system, and on special questions in research, development
and influence in work with the elderly. Some parts of the study unit are completed as project work.
Previous studies:
The Aged as Individuals and in the Community or equivalent knowledge.
01281 Methods in Work with Senior Citizens and the Elderly, 10 cr
The student is able to:
• base their work with an aged customer on the customer's life situation, taking into account the customer's life
history, needs, resources and social context
• apply and use in their work socio-cultural and other empowering and participatory and rehabilitating methods,
taking into account different cultures
• work as a part of a multidisciplinary team engaged in geriatric work, and in diverse social networks
• carry out research, development and evaluation tasks in geriatric work
Contents of the study unit:
• multidisciplinarity and networking; geriatric social work
• socio-culture competence and creative methods
• gerontological rehabilitation and its methods
• research, development and evaluation tasks in geriatric work
Study unit description:
The study unit looks at participatory individual and group work methods that support community spirit and functional
ability in geriatric work, and at networking and development work. Some parts of the study unit are completed as
project work.
Previous studies:
The Aged as Individuals and in the Community or equivalent knowledge.
V0069 Supporting the Well-Being of Senior Citizens and the Elderly, 15 cr
The student is able to:
• act according to professional work methods and evaluate these in relation to an organisation’s main task
• analyse practical professional operations and work situations, providing theoretical justifications
• build empathetic relationships based on interaction
• identify situations of ethical choices and find solutions as members of a work community, with customers and
through partnership networks
• evaluate themselves as growing professionals in relation to the methods of the field and the challenges of
customer work
• improve their international and multicultural competence in national and international operating environments
• Special objectives of the work placement in the theme:
• understand the multidimensional nature of aging and the various levels of aging policy, and their effects on the
individual
• critically evaluate themselves as growing professionals in relation to the methods of the field and the challenges of
geriatric work
Professional growth path and annual theme:
Students will be able to:
• identify the significance of teams as a part of learning and share their knowledge in teams
• know the requirements for professional competence in social services
Contents of the study unit:
• customer work methods
• practising the adoption of a research-oriented approach
Professional growth path and annual theme:
• professional growth and the professional identity
Study unit description:
Professional methods practice can be carried out ain any professional operating environment that is suited to the
optional theme, in line with the students' own objectives and specialisations. Students can also increase their
international and multicultural competence related to the theme by completing the work placement abroad.
Professional growth path and annual theme:
The professional growth theme is Development of Core Competences in the Field, and it is linked to the
Professional Work Methods Practice in year two. The professional growth unit is completed using tutoring and small-
group guidance, i.e. tutor group meetings.
Previous studies:
Customer Work Practice
10 credits of optional advanced studies, or equivalent knowledge.
V021 MANAGING AND DEVELOPING WORK IN SOCIAL SERVICES, 60 cr
The student will be able to:
• use and apply the methods of research and development
• develop the workplace with a basis in research, producing new solutions in the form of products, operating models
or working cultures
• work as responsible members, leaders and developers of work communities and networks
• work in a target-oriented way in teams
• discern the operations of multicultural and international work communities and networks
Content:
The theme emphasises learning of research and development methods and participation in a work community.
Leadership and teamwork are essential parts of the theme.
The theme includes a thesis, which forms part of Laurea’s research and development work. It deepens the students’
professional development and serves the employment market and regional development, also creating foundations
for international cooperation. The thesis is used to develop work and common practices, and can produce significant
innovations. It emphasises interaction with the labour market, and an investigative and developmental approach.
Thesis reports are based around describing object-oriented activities and their results, as well as on theoretical and
research-based analyses. Theses contain new descriptive and explanatory information on the labour market.
Students are encouraged to link their theses to multicultural and international projects. The study unit involves the
completion of a maturity test. In it, students must demonstrate mastery of the subject and good writing skills.
Learning process:
The theme takes place at the stage of professional growth at which students strengthen their skills in developing
and renewing their work environment. It focuses on enhancing development and leadership skills and on deepening
professional competence. The theme is linked to the advanced theme chosen by each student and to the research
and development alignment of the unit.
V0070 Research and Development, 5 cr
The student is able to:
• understand the significance of research and development in social services
• recognise the ethical dimensions of research and development
• form an understanding of the research and development process
• find and apply international research in deepening their competence
Contents of the study unit:
• development work and the research-oriented approach to social services
• project work, its methods and evaluation
• philosophy and ethics of science
• research and development process, information gathering and scientific writing
• thesis process and practices
Study unit description:
Students familiarise themselves with the principles of research-oriented and developmental work and with the
principles and ethical dimensions of R&D in social services. They look at the principles of research and project work.
They also become familiar with the thesis process.
V0071 Research and Development Methods, 5 cr
The student is able to:
• plan a research setting, select suitable research methods and carry out a small-scale research process
• produce and analyse qualitative research materials
• carry out questionnaire-based surveys and analyse quantitative data using simple statistical methods
Contents of the study unit:
• research methodology
• qualitative research methods
• quantitative research methods
Study unit description:
The main purpose of the study unit is to familiarise students with research methods and provide them with the ability
apply these to their own thesis. Students learn to use research methods and familiarise themselves with producing
qualitative and quantitative data and analysing it.
V0072 Teamwork and Group Work, 5 cr
The student is able to:
• understand target-oriented group activities as a whole and see themselves as part of the group process
• analyse and develop their own activities as responsible group and team members
• use group working knowledge and skills in activity teams and networks
• examine and investigate group dynamics and its basic legal aspects
Contents of the study unit:
• groups and teams, their development, and methods that support their development
• group strength and creativity
• forms of power and leadership in group processes
Study unit description:
Students become familiar with group work and teamwork from the perspective of participating in a work community.
They look at group and team phenomena through experiential and functional methods.
V0073 English in Social Services I, 5 cr
The student is able to:
• communicate in English in a workplace and a multicultural environment
• work effectively in a community of experts, effectively using communication methods
• communicate on the themes of their area of expertise using various channels
• use information acquired from foreign-language sources
understand what social services competence and practices are like on a global level
Contents of the study unit:
• professional verbal and written communications
• main terminology in social work
• job searching; introducing oneself and one’s educational background and work experience
• familiarisation with social services in different countries as a part of the International Week
Study unit description:
The competence gained in the study unit is that of an opinion leader who can use different communication methods.
The framework for competence development is formed by organisations that use Finnish and English as their
working languages. Students attain at least skill level B.2 as defined in the Common European Framework.
V0074 Responsible Leadership, 10 cr
The student is able to:
• act responsibly and in a target-oriented way in working in or leading an organisation
• participate as members or leaders of the work community, and promote its welfare as well as their own
• identify an organisation's ethical values and work accordingly in multicultural communities, and critically evaluate
their own and an organisation's actions
• use the tools and methods of applied R&D and creative methods in an organisation's development and quality work
• apply labour legislation to practical situations at work
• understand the basic principles of the financial management of organisations
• assess their own skills as employees and entrepreneurial characteristics
• develop as professionals and responsible members of a work community
Professional growth path and annual theme:
Students are able to:
• work responsibly in the role of employees, taking responsibility for their own and for the community's well-being
Contents of the study unit:
• organisational culture and values
• strategic management, organisational development and quality work
• HR management and well-being at work
• self-management, employee skills
• mentoring
• financial administration, labour legislation, contracts and health and safety
Professional growth path and annual theme:
• career planning
• mentoring
• the profession of the Bachelor of Social Services, and work in social services
Study unit description:
The competence gained in this study unit relates to participating in a work community and to the mastery and
responsible use of the main management tools in diverse workplace situations. Competence is based on an
understanding of the major issues in the operating structures, targets and profitability of work groups and
organisations. The perspective is ethical responsibility in being an employee or a manager. The study unit covers
the possibilities of mentoring as a support for professional growth.
Professional growth path and annual theme:
The annual professional growth theme is Deepening Competence and it is linked in the third year to the Responsible
Leadership in a Work Community study unit. The professional growth unit is completed using tutoring and small-
group guidance, i.e. tutor group meetings.
V0075 Thesis, 15 cr
The student is able to:
• make well-grounded development proposals related to the employment market
• conceptualise workplace phenomena based on empirical data
• use suitable research and development methods for generating new knowledge
• collaborate responsibly in national or international development projects with employers and other partners
• critically evaluate their own actions and decisions
• manage things as wholes and present things logically and with justifications
Contents of the study unit:
• familiarisation with the thesis process and development project, 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 as well as the implementation plan,
• carrying out the work for the thesis
• reporting and publishing the thesis
• maturity test)
Study unit description:
Theses form part of Laurea’s research and development work. They help students to grow professionally and are
linked to the employment sector and to regional development. Theses are used to develop work and common
practices, and can produce significant innovations in Finland and internationally.
The thesis is based on a real-life development challenge. It emphasises interaction with the labour market, and an
investigative and developmental approach. Thesis reports focus on describing target-oriented activities and their
results, and on theoretical and research-based analysis. Theses contain new descriptive, explanatory and
investigative information on the labour market, as well as new know-how produced for the workplace.
The study unit comprises making a thesis plan and then carrying out, reporting on and assessing the thesis work.
Theses are carried out in Laurea projects. The study unit involves the shared thesis tutoring processes of the unit.
The study unit involves the completion of a maturity test. In it, students demonstrate mastery of the subject and
good language skills.
Professional growth path and annual theme:
The professional growth theme is Workplace Development and Renewal and it is scheduled for the end of the study
period, just prior to graduation and the transfer to working life. At this time, students conduct dialogues, based on
their self-assessments, regarding professional growth and the transfer to the employee's role. The professional
growth unit is completed using tutoring and small-group guidance, i.e. tutor group meetings. Mentoring is included in
the sense that the students have a workplace mentor or, conversely, they mentor a younger student.
Previous studies:
x Research and Development 5 cr
x Research and Development Methods 5 cr
V0076 Professional and Service Innovation Development Practice, 15 cr
The student is able to:
• define and analyse the main areas of development and quality from the regional perspectives of the labour market
• cooperate and network with partners in line with development objectives
apply the tools and methods of R&D
• evaluate and consider professional competence and development objectives in accordance with the operating
environment and topical social challenges
• evaluate their own professional ethics and the ethical principles of the profession and the field
• improve their international and multicultural competence in national and international operating environments
• discern the principles and opportunities of the operations of a public, non-governmental or private organisation,
from the perspective of welfare entrepreneurship
• evaluate their own development efforts as a part of welfare service provision and their possibilities for turning these
efforts into an entrepreneurial service
Contents of the study unit:
• carrying out development work
• developing responsible professionalism and developing as a workplace/project participant
Study unit description:
Suitable places for practising professional skills and service innovation are Laurea projects, various social service
ventures and projects, and organisations that allow the students to participate in development work and carry out
their own projects. Students can also increase their international and multicultural competence related to the theme
by completing the work placement abroad.
V022 ELECTIVE STUDIES, 20 cr
Description:
The purpose of elective studies is to deepen or broaden competence in social services, and to allow for prior
learning to be recognised as a part of the degree.
Content:
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. Students can select study units from the optional advanced
themes in Social Services, whose contents change annually. 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. Thanks to the Recognition of Prior Learning (RPL) process, students can have their previous work
experience in social services recognised as a part of their studies by demonstrating their competence.
Learning process:
The theme takes place at the stage of professional growth at which students deepen their competence an learn to
develop and renew their work environment. Their competence develops in line with their personal targets.
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.
00493 Finnish as Second Language-Initial test, 0 cr
Study unit description:
Suomenkielisissä koulutusohjelmissa opiskelevat maahanmuuttajataustaiset opiskelijat suorittavat suomen kielen
lähtötasotestin.
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.
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.
00522 Preparatory Studies in Finnish, 3 cr
Study unit description:
Students who fail an initial test must take
preparatory studies in the language at the
start of their studies. The preparatory studies
count as credits for elective studies, if the student’s language skills are not sufficient and s/he has been guided to
complete these studies.
00636 Written skills in Finnish, 0 cr
00637 Oral skills in Finnish, 0 cr
00797 Introduction to worklife English, 3 cr
The student is able to:
· recognize some of the main principles of communication in English in vocational and multicultural contexts
· recognize the different means of effective communication in vocational contexts
· get acquainted with professional literature and other vocational sources in English
Contents of the study unit:
· everyday situations
· discussions about everyday subjects
· oral and written vocational communication
· terminology of Social Services
· basic grammar, vocabulary and pronunciation
Study unit description:
The course provides an introduction to English in working life.
Previous studies:
Previous knowledge of English is required at level A1-A2, as defined in the Common European Framework. This
course suits for exchange students with basic English language skills, and it is also offered for Finnish students with
learning disabilities or lack of recent previous studies in English.
00798 Introduction to worklife English, 5 cr
Study unit description:
Introduction to worklife English is a course specially designed for students who want to improve their basic English
skills by attending classes, discussion groups or conferences. It is also suitable for students with more challenging
learning difficulties or for such students, who have previously studied the language on a very basic level.
00799 Introduction to worklife Swedish, 3 cr
The student is able to:
· recognize some of the main principles of communication in Swedish in vocational and multicultural contexts
· recognize the different means of effective communication in vocational contexts
· get acquainted with professional literature and other vocational sources in Swedish
Contents of the study unit:
· everyday situations
· discussions about everyday subjects
· oral and written vocational communication
· terminology of Social Services
basic grammar, vocabulary and pronunciation
Study unit description:
The course provides an introduction to Swedish for working life.
Previous studies:
Previous knowledge of Swedish is required at level A1-A2, as defined in the Common European Framework. This
course is offered for Finnish students with learning disabilities or lack of recent previous studies in Swedish.
00800 Introduction to worklife Swedish, 5 cr
Study unit description:
Työelämäruotsiin tutustuminen on tarkoitettu erityisesti niille opiskelijoille, jotka haluavat parantaa ruotsin kielen
alkeistaitoaan osallistumalla kielen opetukseen, keskusteluryhmiin tai luennoille. Kurssi sopii myös sellaisille
opiskelijoille, joilla on todettu vakavampia luki- tai oppimisvaikeuksia samoin kuin sellaisille opiskelijoille, joiden
kielen opiskelusta alkeistasolla on kulunut kauan aikaa.