Opetussuunnitelma
2014
Sosiaali-, terveys- ja liikunta-ala
Laurea Hyvinkää
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2014
Social Services, Health and Sports
Laurea Hyvinkää
Bachelor's degree programmes
Opetussuunnitelma · Sosionomikoulutus (SSB), Laurea Hyvinkää · Ryhmä SSB214SN
Opetussuunnitelma 2014 – SSB214SN (englanniksi)
Curriculum · Degree Programme in Social Services (SSB), Laurea Hyvinkää · Group SSB214SN
Curriculum 2014 – SSB214SN (in English)
Curriculum 2014 – SSB214SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Social Services, Hyvinkää, SSB214SN
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
Y CORE COMPETENCE 67 57 31
R010 WORKING WITH CLIENTS IN SOCIAL
SERVICES
R0029 Basic Premises of Client Work in the Social Care 5
Sector
R0030 Dialogue, Encounters and Professional 5
Interaction
R0031 Placement for Client Work 15
R0032 English in Social Services 5
00202 Initial Test in English Skills 0
R009 SERVICE SYSTEMS, INCLUSION AND
DEVELOPING A BETTER SOCIETY
R0018 Social Sector Service System and Social Care 10
Legislation
R0019 Exerting Influence in the Social Care Sector 5
R0021 Multicultural Social Work 10
R0017 Swedish in Social Services 5
00203 Initial Test in Swedish Skills 0
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
R0049 Finnish Language and Communication 5
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
R011 APPROACHES AND METHODS OF WORK IN
SOCIAL SERVICES
R0034 Methodology Competence in Social Care Sector 10
Client Work
V1415 Creativity and Functionality in Client Work 5
R0033 Placement for Professional Working Methods 15
B047 SOCIALLY RESPONSIBLE SPECIALIST WORK
B0236 Developing Entrepreneurship and Organisation in 5
Specialist Work
B0237 Legal Competence 5
B0240 Organisation Development 5
B0239 Placement for Work Development 15
R001 EXPERT IN DEVELOPMENT AND
WORKPLACE INNOVATION
R0110 Tools for Professional Development 2
R0111 Career Planning 2
R0112 Working Life Competences 1
B0235 Operational Environment Analysis 10
R0045 Thesis 15
T COMPLEMENTARY COMPETENCE
67 57 31 0
R010 WORKING WITH CLIENTS IN SOCIAL SERVICES , 30 cr
Description:
The module develops interaction skills needed to support the customer in various life situations.
After completing the module, students are able to reflect on their own activities and interactive skills in relation to
working with customers. The students are able to analyse the needs of customers in different life situations, of
different ages and from varying cultural backgrounds. They have mastered the basic assumptions of guidance and
work aiming to prevent exclusion. The students are capable of creating professional and dialogical interactive and
cooperative relationships and have the capacity to support and guide customers and groups of customers. The
students are able to communicate orally and in writing, and communicate in English in professional contexts. They
are able to improve their language skills.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Marjo Ritmala
Otaniemi: Mirva Alapoikela
Tikkurila: Anne Pirinen
R0029 Basic Premises of Client Work in the Social Care Sector , 5 cr
The student is able to:
The student
• masters values and ethical principles in the social care sector
• masters the basic characteristics connected to a human being's growth and development
• understands customer relationships in the social care sector and different life situations
R0030 Dialogue, Encounters and Professional Interaction , 5 cr
The student is able to:
The student is
• aware of and developshis/her interaction skills
• able to encounter and interact with individuals
• able to work in teams and direct groups
• able to understand the significance of the customer's participation and resources
R0031 Placement for Client Work , 15 cr
The student is able to:
The student is able to
• encounter various customers and customer groups.
• establish a customer-oriented interactive relationship.
• perceive the basic task of the work community and the organisation.
• play an active and responsible part in the activities of the work community.
• set goals for their own professional learning outcomes and assess their professional growth.
• act according tothe ethical principles of the social care sector.
R0032 English in Social Services, 5 cr
The student is able to:
The student is able to
• communicate as a professional in field specific tasks
• speak and write English with the understanding of the appropriate style and register
• identify personal developmental needs in communication and language skills and develop realistic strategies for
improvement
• search for information from professional publications and databases
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.
R009 SERVICE SYSTEMS, INCLUSION AND DEVELOPING A BETTER SOCIETY, 30 cr
Description:
In this module, the students develop their capabilities in examining and analysing social and structural factors
affecting work and service needs in social services. They also develop their skills in applying the methods of
influencing society.
After completing the module, the students are able to analyse service systems supporting welfare and social
security and are familiar with the relevant legislation. They recognize global and social trends and needs for change.
They have the capacity to participate in the work to influence society in cooperation with customers and other
actors. The students are capable of identifying elements that contribute to social exclusion and poverty in society.
The students are able to communicate orally and in writing, and communicate in Swedish in professional contexts.
They are able to improve their language skills.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Vuokko Pohjanoksa
Otaniemi: Kaijus Varjonen
Tikkurila: Johanna Häkkinen
R0018 Social Sector Service System and Social Care Legislation , 10 cr
The student is able to:
The student
• is able to analyse the change in Finnish society and welfare state, its objectives and the challenges it
encounters in a globalised world.
• is familiar with the structure and service system of Finnish social security.
• masters the main features of the social care legislation.
R0019 Exerting Influence in the Social Care Sector , 5 cr
The student is able to:
The student
• is acquainted with and able to apply various means for promoting inclusion.
• is able use various means of exerting influence in society.
• is able to act in cooperation with customers and other actors, reinforcing inclusion.
R0021 Multicultural Social Work, 10 cr
The student is able to:
The student is able to
• recognize the influence of their own cultural background on their value base and find ways of acting in different
multicultural environments.
• analyse the process of cultural adaptation and its impact on the development of a national and a cultural identity.
• use various methods and means of community social work.
• analyse cultural structures and processes that produce inequality and underprivilege.
R0017 Swedish in Social Services, 5 cr
The student is able to:
The student is able to
• communicate as a professional in field specific tasks in Swedish, both orally and in writing
• develop his/her interaction and communication skills
• understand the Nordic operating environment and its specific features
• make use of material in Swedish in professional publications and databases
• reach at least level B1.2 in Swedish language skills and meet the language skills requirements for Swedish as
the second official language in public administration
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.
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.
R0049 Finnish Language and Communication, 5 cr
The student is able to:
The student is able to:
• use the tools of language planning and language knowledge
• write pragmatic texts
• write online texts
• make different speeches and presentations
• act as an active participant in meetings and negotiations
Study unit description:
The study unit is for those whose language of education is Swedish and who have studied Finnish as a second
national language. After passing the study unit, students meet the language skills requirements for Finnish as the
second official language in public administration and the civil service language proficiency certificate will be
registered in student’s records.
00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 cr
R011 APPROACHES AND METHODS OF WORK IN SOCIAL SERVICES, 30 cr
Description:
In this module, the students develop capabilities to apply the theoretical and methodological work approaches in
social services in various customer processes.
After completing the module, the students know how to apply and assess different theoretical work orientations,
methodological traditions and methods of working with customers. They are able to assess the service needs of
different customers and have the capacity to support the inclusion of different customers and the adoption and
strengthening of resources. Students are able to act as specialists in social services in multiprofessional working
groups and networks and enhance the functioning of the customers' safety networks.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Kari Eklund
Otaniemi: Tuula Saarnio
Tikkurila : Ira Stiller
R0034 Methodology Competence in Social Care Sector Client Work , 10 cr
The student is able to:
The student
• recognizes and structures various theoretical work orientations and working methods in customer work
• is able use and apply the methods and tools of social pedagogy and sociocultural and psychosocial work to
support individuals, families and groups in different life stages
• master the process of methodical and goal-oriented customer work and is able to evaluate and document
customer work
V1415 Creativity and Functionality in Client Work , 5 cr
The student is able to:
The student is able to
• draw onhis/her personal creativity and resources in customer work.
• use creative and functional working methods while working with various customers.
R0033 Placement for Professional Working Methods , 15 cr
The student is able to:
The student is able to
• support and guide various customers and customer groups in a goal-oriented manner.
• analyse and apply the methods used in professional work.
• perceive and understand the basic tasks of the work community and the organisation.
• play an active and responsible part in the activities of the work community.
• observe the ethical principles of the social care sector.
B047 SOCIALLY RESPONSIBLE SPECIALIST WORK , 30 cr
Description:
The aim of the module is to develop capabilities for socially responsible specialist work.
After completing this module, the students are familiar with safe and socially responsible working methods in their
own field. They are able to apply and promote the principles of sustainable development in working life. They
anticipate and recognize global challenges. The students understand legal issues related to social responsibility.
They have mastered the key interdependent aspects of business economics and public finances they need in their
profession. They are able to act as specialists in multiprofessional teams and networks. They are able to plan,
implement and evaluate new work practices and promote wellbeing at work.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: (liko) Tero Uusitalo ja Marja Välilä (sote, sh) Minna Pulli ja Nanna Peltosaari (sote, ss) Sari Heikkinen
B0236 Developing Entrepreneurship and Organisation in Specialist Work, 5 cr
The student is able to:
The student is able to
• recognize possibilities for exerting an influence in society in order to develop their own field
• reflect upon the development of their expertise
• recognize the main principles of the operation and management of organisations
• acquire capabilities for directing work and leading a team
• develop and direct public and private service processes and quality in their field in a socially responsible manner
• follow the principles of entrepreneurship
B0237 Legal Competence, 5 cr
The student is able to:
The student
• knows the working principles of the legal systes and he is able to
• is able to act in accordance with a citizens' legal position
• is able to apply the general set of norms that regulates working life
• is able to apply key ethical and legal principles and norms in their field
B0240 Organisation Development , 5 cr
The student is able to:
The student is able to
• recognize and study the structures, processes and dynamics of groups and organisations
• use the methods of team work and cooperation
• recognize and develop their capabilities for developing groups and organisations
B0239 Placement for Work Development , 15 cr
The student is able to:
The student is able to
• apply various theoretical approaches and working methods appropriately and evaluate them
• find development targets in a customer-oriented manner and from the starting points of the workplace
• work in teams and to be able to operate effectively in a specialist organisation
• assess their own competence, development efforts and the results achieved in terms of the targets for
development
• critically assess their own actions in terms of professional ethics and the ethical principles of the work
community and the professional field
• accept responsibility for their own actions as part of the activities of the work community and assess their own
management skills
R001 EXPERT IN DEVELOPMENT AND WORKPLACE INNOVATION, 30 cr
Description:
The objective of the module is to develop the students’ abilities to study individually and in teams, to prepare to carry
out research and development work, and to support career development and the creation of a work identity.
At the beginning of their studies students acquire familiarity with the tools required in higher education and the
operating methods of development-based learning. After completing the module, students are able to work
responsibly both independently and as team members. They are able to assess and develop themselves as
learners and are capable of identifying development targets in the workplace.
Students are able to plan, implement and evaluate a project in cooperation with different networks in the workplace.
They are able to employ appropriate research methods and the methods of development activities and project work.
Students are able to identify creative and innovative solutions for the challenges of workplace development.
Students are able to report the results of their development work using a style of writing characteristic of research.
Students are able to plan their studies, development and career with an eye on the development prospects of their
own field.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: (liko) Kimmo Kuitunen (sote, sh) Minna Pulli ja Eila Marttila (sosiaaliala) Kaarina Marjanen
Kerava: Minna-Kaisa Lehtilinna
Leppävaara: Birgit Aurela
Lohja:(sote) Eliisa Kukkola (liko kevät 2015) Taina Lackman
Otaniemi: Hannamari Talasma, Marjaana Marmo
Porvoo: Maija-Leena Kukkonen
Tikkurila: Hanna Väätäjä (moduulivastaava monialaisessa tiimissä), Tikkurila (liko): Marilla Kortesalmi, Tikkurila
(kauneus): Nina Lahtinen, Tikkurila (tiko): Eeva Haikonen, Tikkurila (terveys) Kirsi Ronkainen
R0110 Tools for Professional Development, 2 cr
The student is able to:
The student is able to
• plan his/her own studies and professional development from the perspective of working life
• use different learning methods and tools successfully to support studies
• act independently and as a member of a team
R0111 Career Planning, 2 cr
The student is able to:
The student is able to
• reflect, evaluate and develop himself/herself as an expert
• describe his/her competences by using a portfolio and job application documents
• recognize existing opportunities in the international labour market
• identify the characteristics of working life and different work cultures
• network with other actors in the field
R0112 Working Life Competences, 1 cr
The student is able to:
The student is able to
• apply for a job using a portfolio amongst other things
• prepare him/herself for a job interview and present his/her strengths as an applicant
• apply his/her knowledge of employee rights and responsibilities for his/her employment
B0235 Operational Environment Analysis, 10 cr
The student is able to:
The student is able to
• independently utilise research and/or development methods needed in working life
• analyse research material
• prepare development proposals based on research results
• evaluate the operational environment and the significance and impact of their activities
R0045 Thesis, 15 cr
The student is able to:
The student is able to
• present justified suggestions for development in relation to working life
• conceptualize phenomena related to working life based on research results
• use proper research and development methods in order to produce new knowledge
• act in development projects cooperatively and in a responsible manner with working life and other partners
• evaluate his/her own activities and solutions critically
• understand concepts in an extensive scale and present topics logically and based on arguments