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 SSV14KA
Opetussuunnitelma 2013 – SSV14KA (englanniksi)
Curriculum · Degree Programme in Social Services (SSV), Laurea Tikkurila · Group SSV14KA
Curriculum 2013 – SSV14KA (in English)
Curriculum 2013 – SSV14KA (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Social Services (Laurea Tikkurila, sote), SSV14KA
INTRODUCTION TO LAUREA
Laurea's Mission
The strategic intent of Laurea University of Applied Sciences is to be ”an international developer of well-being and
competitiveness of the Helsinki Metropolitan area in 2020.
Laurea is a student-centred, international, inspiring and innovative university of applied sciences whose mission is to
conduct education, research, development and innovation activities in international value networks following the
operating model of Learning by Developing (LbD).
The students will encounter authentic workplace actors and their competence will be challenged during their studies.
A student graduating from Laurea will be able to act in new situations, anticipate future trends, develop new
operating models and examine the world with open eyes. Laurea's mission is to be an internationally networked
university of applied sciences with an operating method that creates links between learning and the working life.
This way, new competence will be produced and service innovations generated.
Competence Development
At Laurea our focus is on the student, emphasising the student's freedom and responsibility. The students are
offered an opportunity to develop their competence as required by their professional goals. Freedom means that the
learning outcomes may be achieved through different modes of studying. Responsibility means an active approach
to studying, responsibility for your own choices and a constructive and motivated attitude towards doing things
together. Laurea's staff is responsible for supporting and guiding the student's professional growth.
Internationality at Laurea means numerous opportunities for being active in various multicultural settings, developing
your language skills, going on student exchanges and taking part in international research and development (R&D)
projects.
Focus areas refer to areas of strong expertise on which the education offered by Laurea and Laurea's R&D activities
are based. Laurea's focus areas are service business, expertise in nursing and coping at home as well as security,
safety and social responsibility. Student entrepreneurship is a cross-cutting focus area, which is visible in Laurea's
activities not only as an entrepreneurial attitude and cooperation with companies but also as concrete new
businesses that the students may set up even before completing their studies.
Laurea produces experts for the future who can develop their own work, are professionally committed and have
capabilities for serving in expert tasks in their own fields.
The education aims for an extensive and strong professional competence. Workplace driven projects also develop
management competence, communication skills, creativity and ethical competence. The graduates will have
capabilities for following and promoting the development of their professional fields and for continuous improvement
of their personal professional competence. The education imparts the students adequate communication and
linguistic skills for tasks in their fields as well as for international activities and cooperation.
Campuses
All of Laurea's campuses have their unique profiles, and they offer different learning environments:
The Hyvinkää campus specialises in the renewal of welfare services. The campus has a multi professional approach
to developing financial, legal, social and health-related competence. You can study for a Bachelor's degree in Health
Care (nurse), Social Services or Business Administration. Your studies will offer you opportunities to develop
services in workplace projects together with working life specialists. The campus makes use of such development
environments as a simulation hospital, simulation classrooms and a project learning environment in the provision of
education.
In Kerava you can choose a degree programme in Business Management or Business Information Technology. You
can specialise in the management of customer-oriented service business, study tourism management or develop
specialist competence in business information technology. The Kerava campus plays a pioneering role in both
blended learning and virtual education. Learning through projects and acting in an international network of partners
will be a standard part of your studies in Kerava.
Leppävaara SID focuses on service renewal. SID stands for Service Innovation and Design, which means user-
centered innovation, development and design of services. Laurea SID provides a setting for active learning and
turns out graduates who are innovative, internationally oriented and development-focused specialists of service
business. In Leppävaara, you can study for a degree in Hospitality Management, Business Management, Business
Information Technology or Security Management.
The Lohja campus is profiled as a developer of wellbeing and services. In the Bachelor of Health Care degree
programme, nursing of adults and mental health work are emphasised. In the degree programme in business
administration, you can focus on marketing, eBusiness, management and wellbeing business. Authentic workplace
projects are carried out, and private and public sector services are developed, in such learning environments as
Terveystori ('Health Market') and Yrityslabra ('Business Lab').
On the Otaniemi campus, students generate welfare and business competence together with working life actors.
The campus is a multicultural and multidisciplinary meeting point where you can build yourself a professional
network and study for a Bachelor's degree in Health Care (physiotherapist, nurse, public health nurse), Social
Services, or Business Administration. The purpose of this network is to support the development of your
competence and to generate new services, products and business. You may also launch your own business as part
of your studies.
On the Porvoo campus, students of nursing take part in authentic workplace projects. You will build up strong basic
capabilities in wellbeing entrepreneurship and work together with companies of this field during your studies. You
will be offered opportunities for virtual study in the form of inspiring, up-to-date and versatile online implementations.
The aim of the Tikkurila campus is to promote future welfare. Its goal is to develop services in a participatory
process with customers and to boost welfare. In Tikkurila, you can study for a Bachelor's degree in Health Care
(nurse, public health nurse), Social Services (social welfare sector or correctional services), Business Administration
or Beauty Care. As a student you will have opportunities for building up your competence in various development
projects and learning environments together with working life specialists.
LEARNING BY DEVELOPING (LbD)
Laurea's inspiring and innovative learning environments are based on the model of Learning by Developing. The
idea of Learning by Developing is built around authentic encounters with the working life. The ensuing cooperation is
based on trust and creativity.
The students learn to identify targets for workplace and competence development, to create new solutions, products
and operating models and to develop their own action in observance of changing workplace requirements. The
typical characteristics of LbD include authenticity, partnership, experiential nature, creativity and a research-oriented
approach.
Learning by Developing combines learning that produces competence with creativity through various research and
development projects. Learning builds on new opportunities that open up as the project progresses. The required
competence is accumulated through practical activities in various workshops and labs.
DEGREE STRUCTURE IN EDUCATION LEADING TO A UNIVERSITY OF APPLIED SCIENCES DEGREE
Scope and Extent of the Degree
The scope of a Bachelor's degree in Business Administration, Hospitality Management, Beauty Care, and Health
Care (physiotherapist, nurse) is 210 credits, and it takes on average 3.5 years to complete. The scope of a
Bachelor's degree programme in Health Care (public health nurse) is 240 credits, and it takes on average 4 years to
complete.
In line with the international ECTS standard, one credit corresponds with 26.7 hours of work for an average student.
Degree Structure
The degree studies at Laurea consists of core competence and complementary competence modules. The modules
comprise competence areas that are part of the degree. Core competence modules impart competence that is part
of the degree's compulsory requirements. Complementary modules make it possible to deepen or extend your
knowledge.
Learning is made relevant to workplace development and the student's personal goals. The learning outcomes
specified for the modules build on future workplace needs and Laurea's focus areas.
In practice, credits are attained when the student complete study units that are part of the module or engage in
projects in which the corresponding competence area is develop (see picture 1). Credits can also be gained through
recognition of prior learning or demonstrations.
The modules have been designed so that they can mainly be completed in the course of one or two semesters.
Study units can be implemented either in Finnish or in English. The language of the implementation is decided for
each semester and is visible in the study unit offer.
Picture 1. Structure of the studies.
Core Competence and Complementary Competence Modules
Core competence modules lay the foundation for the competence required for a degree and are compulsory. The
scope of the core competence varies depending on the degree:
• 150 credits for a Bachelor of Business Administration, a Bachelor of Hospitality Management, a Bachelor of
Social Services, a Bachelor of Health Care (physiotherapist) and a Bachelor of Beauty Care degree
• 180 credits for a Bachelor of Health Care degree (nurse)
• 210 credits for a Bachelor of Health Care degree (public health nurse)
The scope of core competence modules is 30 credits. The modules contain the following types of studies: basic
studies, professional studies, practical studies and a Bachelor's thesis.
The remaining part of the degree consists of complementary competence modules. Depending on the degree,
the scope of the complementary competence thus is 30 or 60 credits. The scope of a module is either 15 or 30
credits. The modules can be freely selected. Complementary competence modules support individual study paths
and competence. You can include in your degree complementary competence modules that are compatible with
your professional goals. The compatibility of the elective studies with your degree will be subject to prior agreement
with your teacher tutor.
Complementary modules include the following types of studies: professional studies, practical studies and elective
studies.
Flexible Possibilities for Completing Attainments and Specialising
At Laurea, there are flexible possibilities of building up the competence specified in the modules' learning outcomes.
For example, the student can
• select core competence studies offered on Laurea's different campuses
• select complementary competence modules that support your professional goals in Laurea's various units
• select English study units from Laurea's offer of English education, even if you are studying in Finnish education,
• select Finnish study units from Laurea's offer of Finnish education, even if you are studying in an English
education.
• select study units taught in Finnish from Laurea's offer of Finnish education
• include in your degree studies selected from the offer of the FUAS Federation, or HAMK University of Applied
Sciences and Lahti university of Applied Sciences, without paying fees
• select online studies that give you more flexibility in your study schedules, and
• develop your competence by taking part in projects.
The study unit implementation plans specify the objectives, content and implementation form of the studies.
The development of a student's individual competence is also supported by campus modules, the contents of which
emphasise the special competence areas of the campuses. In addition, you can deepen or extend your competence
by your selections of complementary competence modules, placements and the theme of your thesis, and by
participating in various projects. Career guidance will be provided to support a student on his or her study path.
ASSESSMENT OF LEARNING AND COMPETENCE
In the curriculum, the learning outcomes are described as the learner's actions, so that the development of
competence can be assessed with reference to the set goals. Competence is identified as knowledge, skills and
values related competence as well as experiential competence that includes the competence of an individual and a
community. The competence descriptions in the curriculum draw on Bloom's taxonomy, where the development of
competence is described at six different levels: knowledge, comprehension, application, analysis, synthesis and
evaluation/creativity.
Following Laurea's LbD model, it is expected that the learner's competence will develop from the level of application
to the level of creativity in the course of the education. Laurea's description of shared general criteria for workplace
competence is based on the National Quality Framework. General workplace competence develops as the students
complete modules and study units and participate in projects.
Table 1. Shared criteria for generic working life competence at Laurea
Description of competence Learning outcome Examples
• is able to solve problems
associated with his/her role,
REFLECTION COMPETENCE operating methods and
competence in a goal-oriented
learning skills (EQF) manner to reach a target
• changes his/her operating
Assessment and development of the methods and role, and develops
learner's personal competence and his/her competence as the
that of others in order to achieve the development process progresses
learning outcomes in order to reach the objectives
and the goal set for the project.
• brings up the views put forward
by experts that he/she
appreciates as the project
progresses
• is able to analyse the • in a goal-oriented manner,
implemented operating methods compares different perspectives
and the actors' competence and, together with other project actors
based on this analysis, is able to
draw conclusions together with
other actors in order to achieve a
shared goal
• is able to compare and develop • models a development project as
the operating methods of various a whole from the perspective of
actors, the set objectives and impact
goal and the entire process, and
to create a new operating model
• is able to follow the principles of • follows the agreed operating
equality and fairness methods
ETHICAL COMPETENCE • is able to apply the underpinning • is considerate to others, gives
values and principles of space to other people's ideas
vocational ethics typical of his/ and listens
her field to his/her actions • complies with the rules (including
• is able to apply the principles of schedules), is committed to work,
sustainable development is careful, reliable and fair,
(environmental, social and respects the work of others,
financial responsibility) shows discretion and behaves
• acts as a responsible global appropriately in each situation
citizen • understands that local actions
may also have international
impacts and vice versa
• accepts responsibility for his/her • recognizes conflicts associated
own actions with choices
• accepts responsibility for the • compares and takes into
actions of the group consideration different
viewpoints, is able to let go of
selfish needs in order to achieve
a common good
• shows appreciation for the work
and outputs of others, for
example by citing the original
sources
• draws on his/her competence to • designs/develops customer-
have an impact in society (LbD oriented and sustainable
regional development) solutions including a financial,
social and environmental aspect
• observes the communication
requirements and capacities of
COMMUNICATION COMPETENCE the project
(IN WORK COMMUNITY) • is able to communicate • by his/her personal action,
appropriately in interactive promotes a constructive
The student is able to act situations of the work community atmosphere (appropriate,
appropriately in various work-related and communicate in inter-cultural constructive criticism)
communication and interactive situations • values, listens to and respects
situations: the student uses diverse different communicators and
communication channels in various cultures and linguistic diversity
situations, exchanges messages and • applies his/her communication
maintains interaction with others. competence to different people
• communicates in a foreign
language
• uses ICT in his/her tasks
• is able to communicate • communicates to promote well-
responsibly as part of a multi- being in the community
disciplinary work community / • acts as an active and goal-
network oriented partner in cooperation
• is able to organise and networks globally
communications in a work • shares information and takes
community initiative in disseminating
• is able to evaluate information on the project's
communication competence progress using various
needed in multicultural communication channels
cooperation • finds solutions to communication
• is able to evaluate the impacts challenges
and possibilities of • constructs and organises
internationalisation development network partnerships in
cooperation with project actors
• is able to renew communication • has the courage to challenge him/
modes herself and others to act
• is able to direct communications • tolerates uncertainty,
• is able to develop working life incompleteness and the
connections and networks possibility of failing in
• is able to have an impact in communication situations
society by communicating about • acts professionally, interprets
project outcomes and controls emotions in critical
interactive situations
• builds and develops online
partnerships independently
• uses renewing modes of
communication
• is able to identify elements • obtains and processes
needing change in working life / a knowledge in his/her field in
INNOVATION COMPETENCE project relation to the RDI project
• is able to use appropriate project • brings up practicable
and R&D methods development ideas emerging
• is able to apply a development- from the project
oriented work approach in an
RDI project
• is able to organise an RDI project • documents and reports:
• is able to analyse and interpret describes knowledge or
an innovation process applying operating methods that renew
existing international knowledge working life in line with the
project targets
• brings up international standards
and practices relevant to the field
and follows them
• has the courage for constructive
questioning
• is able to create new working • suggests and implements
methods by using creative solutions bravely and creatively,
problem-solving and finds justifies his/her point of view
customer-oriented, sustainable • has visions of future (foresight,
and cost-effective solutions ability to also see the past)
• is creative
• is able to draw on the • recognizes his/her role in order to manage his/her
basics of management own actions in the project
MANAGEMENT and entrepreneurial • identifies the goals of the project and sets goals for
COMPETENCE operation as part of him/herself
project work
Management • is able to lead a development project as a Project • draws up a project plan
Manager (legal and financial
comprises goal-oriented, • is able to promote a communal spirit among those aspects)
interactive social activity. participating in a development project by personal • communicates about
Management guides the example decisions and project
way people act. The aim of changes, solves
management is that a group communication and
of people will work better interaction problems
and more efficiently than • plans and implements
without management a budget
• organises project
activities and allocates
responsibilities and
tasks to actors
• supports the actors'
development as Project
Manager
• makes decisions in
unexpected situations
• identifies risks and
takes steps to find a
solution
• monitors and evaluates
the project in
comparison to the plan
• is capable of proactive management • has visions of future
• is able to generalise management competence • renews management
produced in a development project in working life culture
development
Study units are graded on a scale of 0 to 5, as follows:
5 (Excellent),
4 (Good),
3 (Good),
2 (Satisfactory),
1 (Satisfactory) and
0 (Fail).
Some study units, study unit elements or parts can also be graded simply as Pass/Fail (H/0).
The students will be informed of the criteria for assessing competence at the beginning of each study unit/project. In
the planning of the assessment, shared assessment criteria applicable to initial stage and graduation stage students
are utilised, with shared descriptions for levels 1, 3 and 5.
Table 2. Shared assessment criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE STUDENTS
• Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
EXCELLENT • Comply with occupational safety manage the big picture.
instructions responsibly and • Develop occupational safety of
grade 5 independently. their operating environment.
• Justify activities using research • Develop operating methods by
Students are able to: knowledge. comparing, combining and
• Work independently and take selecting research knowledge.
initiatives in line with objectives. • Work independently and
Operations are often flexible, innovatively in line with
systematic, development- objectives. Activities are mostly
oriented, creative and active. creative, focused on developing
• Select the appropriate the workplace and distinctly
techniques and models for professional.
activities, and justify the choices. • Select, combine and develop
• Act in customer-oriented ways appropriate techniques and
and according to the situation. models for activities.
• Promote group activities. • Take initiatives and act
• Able to critically apply ethical responsibly in customer
principles in the subject field in relations, and understand the
one's conduct and tasks. meaning of customer
relationships for the big picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex
and unanticipated situations.
• Apply professional concepts • Apply professional concepts
systematically. expertly.
GOOD • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
grade 3 • Justify, compare and analyse community, and perceive
their activities using general development objects.
Students are able to: guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical • Prioritise and maintain customer
principles.. relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's
conduct and tasks.
• Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
SATISFACTORY, concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge instructions responsibly and
grade 1 base. independently.
• Act safely, although activities are • Justify and analyse their
Students are able to: often schematic/ experimental/ activities using general
fumbling/ self-involved. guidelines and in accordance
• Comply with rules and with evidence-based information.
instructions, and justify their • Act professionally and
activities using provided responsibly in unanticipated
instructions. customer and problem situations.
• Act appropriately under guidance. • Work independently in different
• Use acquired techniques and tasks in each operating
models. environment.
• Take customers into account in • Apply acquired techniques and
their actions. models diversely.
• Act as group members. • Act in customer-oriented ways
• Act in accordance with ethical and according to the situation,
principles. and understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical
principles.
The assessments draw on the students' self and peer assessments and the assessments of employer
representatives. The students can also avail themselves of recognition of prior learning (RPL). Assessment helps
the students to monitor the development of their competence and the achievement of their personal goals in relation
to the competence requirements set for the degree.
INTERNATIONAL COMPARABILITY OF THE DEGREE
Competence is at the centre of all activities at Laurea, and we recognize competence in a comprehensive sense.
General working life capabilities specified at the national level and defined in greater detail at Laurea have been
taken into account in the degree contents.
The level of the degree corresponds with level 6 of the National Qualifications Framework (NQF) and level 6 of the
European Qualifications Framework (EQF).
In the curriculum, the learning outcomes of a study unit are described for level 3, good skills, on the assessment
scale (1-5).
CURRICULUM DEVELOPMENT
The curriculum is developed by using evaluation, monitoring and feedback data. Changes may occur in the study
units and implementation modes of the modules. The offering of the complementary modules is constantly under
development to match the requirements of the working life and thus the offering may change during the studies.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
V014 FOUNDATIONS OF WORK IN SOCIAL
SERVICES
V0077 Becoming a Social Service Professional 10
V015 ENCOUNTERING THE CUSTOMER
01282 Interaction in Customer Work 10
V0044 Diverse and Multicultural Customer Relationships 10
V0078 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
V0079 Producing Welfare 10
01280 Social Influence and Social Ethics 10
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
V021 MANAGING AND DEVELOPING WORK IN
SOCIAL SERVICES
V0070 Research and Development 5
V0071 Research and Development Methods 5
V0080 Teamwork and Group Work 5
V0073 English in Social Services I 5
V0081 Responsible Leadership in a Work Community 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
00388 Preparatory Studies in Finnish (as Mother tongue) 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 5
00799 Introduction to worklife Swedish 3
00800 Introduction to worklife Swedish 5
30 60 60 60
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.
V0077 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
• take possession of their own creativity and learning in a group
• understand the opportunities of creative and functional methods to support their professional development, as well
as the principles behind the ideology of socio-cultural inspiration
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:
• creativity and art-like operating methods within the context of socio-cultural inspiration
• the group as a learning environment
• skills in learning to learn: self-evaluation, investigative learning, learning by developing
• IT competence and information gathering
• written and verbal communication
• social expertise, professional development and personal career planning
• values and ethical principles in social services
• welfare entrepreneurship in the social services and student participation in pre-incubator activities
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:
This study unit forms a basis for a group process that lasts 3.5 years. Students look at themselves as learners and
creative actors, and as group members. They become familiar with the field of social work through action, field trips
and written assignments. They begin working on their portfolios, which will structure their professional growth and
career planning processes throughout their studies.
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 professional growth theme is Initiation of Professional Growth and it is linked in the first year
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.
01282 Interaction in Customer Work, 10 cr
The student is able to:
• examine and investigate themselves as humans, participants in interaction and handlers of encounters
• construct and create customer-oriented interaction situations based on empathetic understanding
• itemise their personal values and beliefs in their interactions and customer work
• understand the possibilities of creative and experiential methods in interaction and customer work
• understand the structural factors and processes of group dynamics
Contents of the study unit:
• the human life cycle and its various stages of development and turning points
• humans as psychological, social, physical and sexual beings
• principles of interaction and encountering skills
• multisensory encounters in interaction, using various functional languages (drama, music, movement, dance,
images)
• group phenomena and principles of working in a group
Study unit description:
Students examine and investigate their own interaction and encountering skills, as well as the beliefs and values
that lie behind them. The study unit covers humans and their various stages of development. Topics are approached
in an experiential manner through workshop teaching. Students are expected to commit to working individually and
in groups, and to be able to assess their own thought and action models critically. Workshops provide an
introduction to the opportunities of using various creative methods (music, images, drama, movement and dance) in
social work.
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.
V0078 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
• select, use and evaluate various methods of customer work in a systematic and target-oriented way
• support and guide various kinds of customers and customer groups at different stages of growth and development,
and in various circumstances
• understand the opportunities and limits of acting in a crisis for a social work professional participating in a
multidisciplinary team
• utilise therapeutic creative methods in their social service customer work
• distinguish between therapeutic activities and therapy
Contents of the study unit:
• basis of customer work in research and knowledge
• theoretical approaches and methods of customer work in social services
• methodicalness and methodological principles of social work
• introduction to crisis management
• introduction to art, motion, dance and music therapy, and possibilities of using drama as a form of therapy
Study unit description:
The study unit covers the concepts, aims and tasks of social work
in the community and looks in depth at the theoretical and methodological principles of social services and social
work. Through a combination of theory and practice (work placements + employers) 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. Students become familiar with the forms of therapeutic creative activities and crisis
management as a part of social work.
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.
V0079 Producing Welfare, 10 cr
The student is able to:
• discern the general principles of legislation and administration related to social work, and of the welfare provision
service system and its operation
• discern development challenges related to producing welfare on a regional, national and international level
• identify and name ethical questions related to producing welfare
• recognise the creative resources of communities and their possibilities for promoting the well-being of individuals in
a community, using the methods of socio-cultural inspiration
• explain the concepts of community, communality and community work
Contents of the study unit:
• value base of the welfare society and ethical issues behind welfare services
• general legislation regulating the social service system and its services
• administrative principles and models for service provision
• service development challenges, innovation and welfare technology
• principles of entrepreneurial practices and starting points for welfare entrepreneurship
• socio-cultural inspiration in a community
• creative and functional methods in guiding individuals, groups and communities
Study unit description:
Students become familiar with the provision of welfare services, and the related legislation and administration
procedures. They receive skills in using the methods of socio-cultural inspiration in diverse communities through
various projects completed during the study unit. Projects are completed according to the principles of
entrepreneurship.
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.
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.
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.
V0080 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
• examine and apply group dynamics and its basic legal aspects in leading a team
• lead experiential groups
Contents of the study unit:
• group strength and creativity
• forms of power and leadership in group processes
• leading experiential and functional groups
Study unit description:
The study unit covers phenomena related to group work and deepens group work competence. The study group
forms an experiential learning environment for investigating groups, group dynamics and related phenomena.
Students receive experience of participating in groups and teams and learn to analyse the significance of their own
and others' activities. Students deepen their competence as group leaders.
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.
V0081 Responsible Leadership in a Work Community, 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 will be 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.
00388 Preparatory Studies in Finnish (as Mother tongue), 3 cr
The student is able to:
• compose varied factual and functional texts
• make use of different writer's tools and grammar aid
• take on the communicative responses of team work
Contents of the study unit:
• creating a personal communicative profile
• using dictionaries and other tools for language aid
• providing the student for oral and written challenges of study time
Study unit description:
Students improve their skills in speech communication and writing in order to be able to succesfully complete their
studies in Laurea.
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.