Opetussuunnitelma
2015
Laurean yhteiset opinnot
Laurea Lohja
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2015
Laurea common studies
Laurea Lohja
Complementary competence and common studies
Opetussuunnitelma · Täydentävä osaaminen (amk-tutkinto) (TOF), Laurea Lohja · Ryhmä TOF15SY
Opetussuunnitelma 2015 – TOF15SY (englanniksi)
Curriculum · Täydentävä osaaminen (amk-tutkinto) (TOF), Laurea Lohja · Group TOF15SY
Curriculum 2015 – TOF15SY (in English)
Curriculum 2015 – TOF15SY (in English)
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LAUREA UNIVERSITY OF APPLIED SCIENCES
Täydentävä osaaminen (amk-tutkinto), Laurea Lohja, TOF15SY
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
action 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.
Laurea’s strategic research areas are based on strong expertise on which the education offered by Laurea is based.
Strategic research areas are health and societal integrity, comprehensive security and service business. Student
entrepreneurship is supported and entrepreneurship 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.
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.
Studies 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 offering.
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 campuses
• select Englishstudies from Laurea's offer of English education, even if you are studying in Finnish education,
• select Finnishstudies from Laurea's offer of Finnish education, even if you are studying in an English education.
• selectstudies taught in Finnish from Laurea's offer of Finnish education
• include in your degree studiesoffered by the offer of the FUAS Federation that is from 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 and
• utilize work-based learning.
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 • changes his/her operating
associated with his/her role, methods and role, and develops
REFLECTION COMPETENCE operating methods and his/her competence as the
competence in a goal-oriented development process progresses
learning skills (EQF) manner to reach a target in order to reach the objectives
and the goal set for the project.
Assessment and development of the • brings up the views put forward
learner's personal competence and by experts that he/she
that of others in order to achieve the appreciates as the project
learning outcomes 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
• models a development project as
a whole from the perspective of
impact
• is able to compare and develop
the operating methods of various
actors, the set objectives and
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/client
have an impact in society (LbD -oriented and sustainable
regional development) solutions including a financial,
social and environmental aspect
• is able to communicate • observes the communication
appropriately in interactive requirements and capacities of
COMMUNICATION COMPETENCE situations of the work community the project
(IN WORK COMMUNITY) and communicate in inter-cultural • by his/her personal action,
situations promotes a constructive
The student is able to act atmosphere (appropriate,
appropriately in various work-related constructive criticism)
communication and interactive • 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
and networks globally
• is able to organise • shares information and takes
communications in a work initiative in disseminating
community information on the project's
• is able to evaluate progress using various
communication competence communication channels
needed in multicultural • finds solutions to communication
cooperation challenges
• is able to evaluate the impacts • constructs and organises
and possibilities of network partnerships in
internationalisation development 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/client -oriented, • has visions of future (foresight,
sustainable and cost-effective ability to also see the past)
solutions • 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
Manager
comprises goal-oriented,
interactive social activity.
Management guides the
way people act. The aim of
management is that a group
of people will work better
and more efficiently than
without management
• is able to promote a communal spirit among those • draws up a project plan
participating in a development project by personal (legal and financial
example aspects)
• communicates about
decisions and project
changes, solves
communication and
interaction problems
• plans and implements
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 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
selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with
Operations are often flexible, objectives. Activities are mostly
systematic, development- creative, focused on developing
oriented, creative and active. the workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and
• Act in customer/client-oriented models for activities.
ways and according to the • Take initiatives and act
situation. responsibly in customer/client
• Promote group activities. relations, and understand the
• Able to critically apply ethical meaning of customer/client
principles in the subject field in relationships for the big picture.
one's conduct and tasks. • 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
client 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.. client 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/client and problem
• Act appropriately under guidance. situations.
• Use acquired techniques and
models.
• Take customers/clients into • Work independently in different
account in their actions. tasks in each operating
• Act as group members. environment.
• Act in accordance with ethical • Apply acquired techniques and
principles. models diversely.
• Act in customer/client-oriented
ways and according to the
situation, and understand
customer/client 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
Y CORE COMPETENCE
T COMPLEMENTARY COMPETENCE 150
F021 OPTIONAL STUDIES
00813 Maintaining Work and Functional Ability 5
F7083 Hoitotyön kliininen taitaja 5
00814 Care for Patients with Severe Mental Disturbances 5
A0203 Basic Finnish 1 5
01477 Finnish Culture and Communication 5
R020 OTHER COMPLEMENTARY COMPETENCES
R0074 Basic Studies in Mathematics 5
R015 LANGUAGE SKILLS AND INTERNATIONAL COMPETENCE
R0082 Basic Communication in English 5
R0098 Basic Communication in Swedish 5
00446 Finnish Language 5
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
F044 HR SPECIALIST AND WORKING LIFE REORGANISER
F7084 HR as a Strategic Partner 5
F7085 HR Legislation 5
F7086 Management of Well-Being at Work 5
F7087 Challenging Work Situations as a Manager 10
F7088 Interactive Management Communication 5
F7089 Developing Management and Leadership Skills
F7090 Project Management 5
F040 DIGITAL BUSINESS
F7106 Personal sales
F7108 Networks and Purchasing, Import/Export
G108 LAUREA STARTUP
G8319 Future StartUp 5
G8320 Idea StartUp 5
G8321 Business StartUp 5
F045 LASTEN JA NUORTEN HOITOTYÖ ERILAISISSA HOITO-JA
PALVELUYMPÄRISTÖISSÄ
F7091 Lasten ja nuorten hoitotyö 10
F7092 Ammattitaitoa edistävä harjoittelu tai projektityö 5
R027 GUIDANCE AND EXPERTISE TRAINING
01469 Student Tutor Activities 5
00190 Student tutoring 5
00043 Thesis 15
F0059 Entrepreneurship and Innovation Activity 1 5
F0060 Entrepreneurship and Innovation Activity 2 5
F0061 Entrepreneurship and Innovation Activity 3 5
150
F021 OPTIONAL STUDIES, 15 cr
Description:
Optional studies are part of the nursing degree. Students have the possibility to upgrade, expand and strengthen
their expertise by choosing optional studies within the field of their own expertise area. Preparation courses
accomplished through level tests are also listed as optional studies.
00813 Maintaining Work and Functional Ability, 5 cr
The student is able to:
• use diverse methods and procedures for furthering and maintaining their own well-being and resources, as
individuals and members of a community
Contents of the study unit:
• diverse activities related to students’ empowerment and coping ability
• instruction includes lectures by experts, team exercises and independent work.
Study unit description:
Students maintain and improve their own well-being and increase their coping ability through creative activities,
instructor-led sports and fitness, and sharing.
Students evaluate their own learning and competence through independent work, develop their competence
independently and with others, and share what they have learnt with a team.
Previous studies:
Recommended for students at any level.
F7083 Hoitotyön kliininen taitaja, 5 cr
The student is able to:
Toimia vuorovaikutteisesti ja tiimityön periaatteiden mukaisesti potilaan kokonaisvaltaisen tilanteen ratkaisemiseksi
ja hoitamiseksi.
-toimia potilasturvallisuutta edistäen erilaisissa hoitotyön tilanteissa.
-perustella hoitotyön ratkaisumalleja eri näkökulmista.
-kartoittaa potilaan tilanteen ABCD-luokituksen mukaan.
-raportoida potilaan tilanteen ISBARin mukaisesti.
Contents of the study unit:
Opiskelijaryhmän valitsemat keskeiset sairaudet, niiden hoito, lääkehoito ja kirjaaminen.
-päätöksenteko erilaisissa hoitotyön tilanteissa
-turvallisuus hoitotyössä
-ABCD-luokitus ja ISBAR
-simulaatiopedagogiikan perusteet
Study unit description:
Hoitotyön (sisätaudit ja kirurginen hoitotyö), lääkehoidon sekä sairaanhoitajan päätöksenteon osaamisen
syventäminen simulaatioympäristössä. Tätä osaamista tukemaan on suunniteltu virtuaaliopinnot.
Opintojakson suorituksena on tehtävien hyväksytysti suorittaminen, aktiivinen osallistuminen lähipäiviin ja
simulaatioharjoituksen toteuttaminen.
Lähitapaamiset 5 kertaa maanantaisin: 6.10., 20.10., 27.10., 10.11. ja 24.11 klo 12.30-15. Lisäksi yksi seuraavista
3.11, 6.11 tai 7.11 klo 13 -15.
00814 Care for Patients with Severe Mental Disturbances, 5 cr
The student is able to:
• carry out comprehensive nursing of patients with severe mental disturbances
• encounter and support mental health patients and their friends and family
• provide comprehensive care and rehabilitation for mental health patients as members of a multiprofessional team
and network
Contents of the study unit:
• special needs of patients and their families in evidence-based mental health nursing and rehabilitation
• instruction includes lectures by experts, various field trips and independent work
Study unit description:
Students broaden their competence in the care and rehabilitation of mental health patients. They receive skills in
patient care, as well as in encountering and supporting patients and their families.
Students evaluate their own learning and competence through independent work, develop their competence
independently and with others, and share what they have learnt with a team.
Previous studies:
Recommended after completion of the Mental Health Assistance Methods study unit.
A0203 Basic Finnish 1, 5 cr
The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations
Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation
Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.
01477 Finnish Culture and Communication, 5 cr
The student is able to:
Having completed the study unit the student is able to:
• obtain an understanding of Finnish culture
• recognize the special characteristics of Finnish communication
• have knowledge in basic Finnish vocabulary and expressions
Contents of the study unit:
Learning objectives:
• understand Finnish culture
• have a knowledge in the special characteristics of Finnish communication
• have a knowledge in basic Finnish vocabulary and expressions
Study unit description:
Content:
• Different activities connected with Finnish culture and communication
• Workshops with different agendas
• Visits to cultural events and companies
• Basic Finnish expressions and vocabulary
R020 OTHER COMPLEMENTARY COMPETENCES, 15 cr
Description:
The aim of the studies offered in this module is to develop student’s basic knowledge and skills. The studies will give
basic abilities for the student to be able to manage on his/her studies in his/her field of studies. The student will
conduct the appropriate studies from this module according to the initial tests or his/her needs. After completing the
studies the student will have gained basic knowledge and skills to develop his/her skills to apply these competences.
Also other studies which develop professional skills can be offered in this module. Studies completed elsewhere can
always be placed in this module.
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, sote: Terhi Hautaviita
Lohja, sote: Anu Elorinne
Porvoo: Erja Annola
Tikkurila: Marja Vellonen
R0074 Basic Studies in Mathematics, 5 cr
The student is able to:
The student is able to
• solve mathematical problems at a level required in the UAS studies.
R015 LANGUAGE SKILLS AND INTERNATIONAL COMPETENCE, 15 cr
Description:
The aim of the study units in the module is to develop language skills and international competence needed at work.
After completing the module the student has developed his/her ability to work in multicultural working environments.
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:
Tikkurila: Camilla Kåla
R0082 Basic Communication in English, 5 cr
The student is able to:
The student
• knows the basics of English grammar
• knows the basics of written and spoken communication
• is able to use study-related and work-related vocabulary
• is able to enhance language skills by making use of a variety of study methods
R0098 Basic Communication in Swedish , 5 cr
The student is able to:
The student is able to:
• know the basics of Swedish grammar
• use study-related and work-related vocabulary
• know the basics of written and spoken communication
• enhancehis/her language skills by making use of a variety of study methods
00446 Finnish Language, 5 cr
00636 Written skills in Finnish, 0 cr
00637 Oral skills in Finnish, 0 cr
F044 HR SPECIALIST AND WORKING LIFE REORGANISER, 30 cr
Description:
In Human Resources Specialist and Working Life Reorganiser module, the student develops his/her own expertise
in working with companies and organisation personnel. The objective is to develop working community skills,
management skills and development skills. The development of student’s own management skills belongs to the
core of the module.
The examination of HR through societal norms, laws and statutes is essential but the ability to function interactively
in different working life situations is equally essential. Management of a well-being working society capable of
achieving set goals is a part of the module content.
The central learning objectives of the module include evaluation of personnel resources, goal-oriented HR
management and development, and internal communication. Some study units prominently suitable for other
University of Applied Sciences students interested in the development of their HR skills. Certain study units can be
accomplished with variable extent of 5-15 ects, depending on their working life context and the PSP (Personal Study
Plan) of the student.
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.
F7084 HR as a Strategic Partner , 5 cr
The student is able to:
The student is able to:
• plan and carry out a productive HR strategy for the company.
• act as a manager and and expert according to the business strategy of the company
• manage HR at different stages of a company life cycle
F7085 HR Legislation, 5 cr
The student is able to:
The student is able to:
• apply essential HR legislation in management and work as a superior
• act within boundaries of law in different roles in his/her working community
• apply HR legislation within the frameworkof collective agreements in his/her sector
F7086 Management of Well-Being at Work , 5 cr
The student is able to:
The student is able to:
• identify his/her own role as a superior in the maintenance and development of well-being at work
• identify factors that sustain and endanger in the working community
• assess and develop the state of well-being at work in the working community
F7087 Challenging Work Situations as a Manager, 10 cr
The student is able to:
The student is able to:
• identify and analyse challenging situations stemming from work, individual or working community as well as
their origins in different working communities and networks
• function in his/her work role as a problem solver and be aware of his/her potential in their solution.
• act using interactive, judicial and work psychological means in problem situation solving and assess the
functionality of different methods.
• use external help when required as an alternative means of problem situation solution.
F7088 Interactive Management Communication , 5 cr
The student is able to:
the student is able to:
• communicate interactively with different interest groups withing the working community
• plan, implement and evaluate communication in different working communities
• draw up a communication strategy and a communication plan
F7089 Developing Management and Leadership Skills, 15 cr
F7090 Project Management , 5 cr
The student is able to:
The student is able to
• understand special features of project management
• utilize both traditional and agile methods of project management
• identify project management problems and create appropriate solutions
• function in different roles that serve the purpose of the project.
F040 DIGITAL BUSINESS, 15 cr
Description:
The core of the module includes development of e-commerce as a part of digital marketing.
After completion of the module, the student is able to analyse e-commerce and digital marketing as a part of it. The
student can evaluate the opportunities digital environment offers to a company. The concept of digital customer
relationship marketing is applied in practice and customer relationship management (CRM) systems are utilized and
information obtained on customership and business development. The module utilizes social media in customership
and partnership development, and analyses and studies challenges and opportunities that e-commerce and social
media create. Online and internet services are assessed as a distribution channel from customer perspective. The
new service and business opportunities created by online environment are identified.
Possibility to obtain 15-30 credits in projects or on courses
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.
F7106 Personal sales, 5 cr
The student is able to:
The student is able to
• apply the phases of sales process
• understand basics of personal sales
• analyze the customer needs
• apply customer oriented solution sales
• create the proactive customer plan
F7108 Networks and Purchasing, Import/Export , 5 cr
The student is able to:
Thestudent is able to:
• describe principal content of purchasing process
• identify the critical elements of the supply chain and develop cooperation
• understand how a business can produce added value to their customers with the aid of purchasing, importing
and supply chain management.
• understand importing practices associated with global purchasing
• understand the importance of agency
G108 LAUREA STARTUP, 15 cr
Description:
The objective of the module is that the student is able to evaluate and develop his/her entrepreneurial skills, is able
to assess his/her business idea and draw up a business plan on the basis of his/her business idea. The goal is also
that he is familiar with entrepreneurial social obligations and opportunities.
If a student is interested in starting his/her own business, the objective is that the student is able to do so in practice
and knows how to prepare for early-stage entrepreneurial challenges. Student is able to analyze and to utilise
financial and operational performance information in his/her business.
Students can complete15–30 credits in the module with the aim of developing their entrepreneurial skills or their
own company.
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:
Otaniemiand Leppävaara: Marjo Ruuti
Hyvinkää: Maija Huhta
Lohja: Riku Riski
G8319 Future StartUp, 5 cr
The student is able to:
Student is able to:
• recognise and develop their own competence and evaluate competence required in entrepreneurship
• recognise entrepreneur-like activities in the working community and utilise extensive competence in business
activities and work contexts
• develop and expand their personal networking skills and understand the importance of central stakeholders to
their company
G8320 Idea StartUp, 5 cr
The student is able to:
The student is able to:
• utilise different methods for generating ideas when developing business activities
• form a team around one's own idea and/or work as a team member in an entrepreneurial way
• recognise and evaluate clients' problems and develop their idea in collaboration with the client/clients
• develop, describe, present and assess their own business idea
G8321 Business StartUp, 5 cr
The student is able to:
The student is able to:
• formulate and develop their own idea into a business model
• utilise their own network in planning the business model
• test the functionality of their own business model on clients
• present their own business idea to different stakeholders
• build client contacts and possibly acquire clients to their own business
F045 LASTEN JA NUORTEN HOITOTYÖ ERILAISISSA HOITO-JA PALVELUYMPÄRISTÖISSÄ, 15 cr
Description:
Moduulin osaamisen ydintä on tunnistaa lasten ja nuorten terveyttä edistäviä ja uhkaavia tekijöitä ja toteuttaa
kokonaisvaltaista hoitotyötä lasten ja nuorten parissa.
Moduulin suoritettuaan opiskelija kykenee käyttämään näyttöön perustuvaa päätöksentekoa lasten ja nuorten
kokonaishoidon suunnittelussa ja toteutuksessa sekä omahoitoon ohjauksessa. Lisäksi opiskelija osaa arvioida
vanhempien tuen tarvetta kokonaisvaltaisesti ja soveltaa eri menetelmiä heidän tukemisessaan.
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:
Moduulia ei enää tarjota.
F7091 Lasten ja nuorten hoitotyö, 10 cr
The student is able to:
Opiskelija osaa
• keskeisimmät lasten ja nuorten somaattiset ja mielenterveyteen liittyvät sairaudet
• arvioida vanhempien tuen tarvetta kokonaisvaltaisesti ja soveltaa eri menetelmiä heidän tukemisessaan
• tunnistaa lapsille, nuorille ja perheille suunnatun monialaisen vapaaehtoistyön mahdollisuudet alueellisesti
F7092 Ammattitaitoa edistävä harjoittelu tai projektityö, 5 cr
The student is able to:
Opiskelija osaa
• toimia moniammatillisen työryhmän jäsenenä lasten ja nuorten hoidon eri toimintaympäristöissä
• suunnitella, toteuttaa, arvioida ja kehittää hoitotyötä yhdessä työelämän, potilaan ja hänen läheistensä kanssa
R027 GUIDANCE AND EXPERTISE TRAINING, 15 cr
Description:
Expertise is born via guidance activities in the Guidance and expertise module.
Completing this module provides the student with varied expertise in guiding different people in different situations.
The student will know how to support the development of both competence and identity, and to advise on the use of
different tools. They know which actions promote a sense of community.
Learning process:
Competence as defined in this module can be developed by, for example, taking part in student union activities
during study units. The working language can be either Finnish or English.
Responsible persons:
Teija Laamanen
01469 Student Tutor Activities, 5 cr
The student is able to:
Student is able to
• understand the objectives and operating methods of Laurea and his or her own degree programme
• plan new operating methods to enhance the commitment of new students
• perceive the content of his or her own culture
• provide new students from different cultures with information on the learning environment and culture of the
Laurea community
• market Laurea University of Applied Sciences and the opportunities for study offered by Laurea
• apply communication and marketing skills required in the marketing of Laurea
• act as a mentor for students in need of support
• understand the significance of effective tutoring activities for the promotion of well-being in the community
Contents of the study unit:
• Campus-specific meetings according to an agreed-upon schedule and the planning of tutoring
• Training events for tutors organised by Laurea
• Creating their own competence profile in the Kyvyt.fi service and acting as a 'reflection tutor' in the context of
the online service
• Tutoring activities related to entrance examinations in the spring and in the autumn
• Providing new students with an introduction to Laurea at the start of each term in September and January
• Providing guidance to international and exchange students throughout the term
• The planning of the Freshers' Event and the Pre-Freshers' Event Party
• Support measures for new students related to themes addressed in the study unit on career planning in
accordance with the agreed upon division of labour
• Participation in campus events at the student's own campus
Study unit description:
• The students learn how to evaluate tutoring from the viewpoint of their own campus and the educational
responsibilities that exist in that campus
• They know how to instruct new students in the Laurea operating culture
• The students are familiar with the systems currently in use
• They know how to create a competence portfolio for themselves and are able to support new students in the
creation of a competence portfolio at the kyvyt.fi service.
• They are familiar with the learning environments of their campus and have the capacity to represent the
campus in different events where necessary
• The students are familiar with working methods in the area of career planning and, in cooperation with a
teacher tutor, are able to support new students in matters related to career planning
• They have the capacity to act as an active promoter of the work community and student well-being
Previous studies:
A student acting as a student tutor must be a member of the student union of Laurea University of Applied Sciences.
00190 Student tutoring, 5 cr
The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• plan ways of encouraging and motivating new students
• orientate new students in the local learning environment and culture
• market Laurea and its opportunities for studying
• use the communicating and marketing skills needed in marketing Laurea
• act as mentors for students who need special support
• actively promote well-being in a work community
Contents of the study unit:
• intensive training shared by all Laurea student tutors
• planning of the tutoring process at each unit
• orientation of new students
• marketing Laurea’s studying opportunities
• acting as a student tutor
• developing competence in personal guidance and counselling
Study unit description:
The competence gained in the study unit relates to orientating new students and to behaving responsibly in typical
situations requiring student tutoring at Laurea or one of its units. Competence is based on understanding Laurea’s
objectives and the basic principles of its operating culture.
00043 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test
Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.
F0059 Entrepreneurship and Innovation Activity 1, 5 cr
The student is able to:
• construe the role of innovation activity in the development operations of a business/corporation and be familiar with
its theoretic frames of reference
• describe the Finnish innovation system and its most important actors
• orientate him-/herself on the preconditions of a functioning innovation strategy and the phases of its creation
• define innovation process in stages, internalize the methods of creative work and apply them
• analyze the importance and methods of innovative management/leadership
• orientate himself/herself on the preconditions and the phases of the creation process of a functional innovation
strategy
• create new solutions, services and service systems and evaluate their applicability to either a start-up venture or to
an already existing business activity.
Contents of the study unit:
• Defining innovation concepts
• Innovation strategy and innovation processes
• Anticipation of consumer behavior
• Research and development operations as a basis for innovation
• Launching innovations, from inventions to innovations
• Innovation architecture and innovation environments
• Innovation culture
• New technology and relationship networks
• Methods for creative working
• Goal-oriented management and leadership of innovation process
• Innovative foremanship and an organization that supports innovations
• Green innovation: eco-innovations
F0060 Entrepreneurship and Innovation Activity 2, 5 cr
The student is able to:
The student is able to:
• construe the role of innovation activity in the development operations of a business/corporation and be familiar
with its theoretic frames of reference
• describe the Finnish innovation system and its most important actors
• orientate him-/herself on the preconditions of a functioning innovation strategy and the phases of its creation
• define innovation process in stages, internalize the methods of creative work and apply them
• analyze the importance and methods of innovative management/leadership
• orientate himself/herself on the preconditions and the phases of the creation process of a functional innovation
strategy
• create new solutions, services and service systems and evaluate their applicability to either a start-up venture
or to an already existing business activity.
Contents of the study unit:
Sisältöjä:
- Innovaatiokäsitteiden määrittely
- Innovaatiostrategia ja innovaatioprosessit
- Kuluttajakäyttäytymisen ennakointi
- Tutkimus- ja kehittämistoiminta innovoinnin pohjana
- Innovaation lanseeraus, keksinnöistä innovaatioiksi
- Innovaatioarkkitehtuuri ja innovaatioympäristöt
- Innovaatiokulttuuri
- Uusi teknologia ja suhdeverkot
- Luovan työskentelyn menetelmät
- Innovaatioprosessin tavoitteellinen johtaminen
- Innovatiivinen esimiestoiminta ja innovaatiota tukeva organisaatio
- Vihreä innovointi: ekoinnovaatiot
Previous studies:
Teemojen 1, 2 ja 3 opinnot.
F0061 Entrepreneurship and Innovation Activity 3, 5 cr
The student is able to:
The student is able to:
• construe the role of innovation activity in the development operations of a business/corporation and be familiar
with its theoretic frames of reference
• describe the Finnish innovation system and its most important actors
• orientate him-/herself on the preconditions of a functioning innovation strategy and the phases of its creation
• define innovation process in stages, internalize the methods of creative work and apply them
• analyze the importance and methods of innovative management/leadership
• orientate himself/herself on the preconditions and the phases of the creation process of a functional innovation
strategy
• create new solutions, services and service systems and evaluate their applicability to either a start-up venture
or to an already existing business activity.
Contents of the study unit:
Sisältöjä:
- Innovaatiokäsitteiden määrittely
- Innovaatiostrategia ja innovaatioprosessit
- Kuluttajakäyttäytymisen ennakointi
- Tutkimus- ja kehittämistoiminta innovoinnin pohjana
- Innovaation lanseeraus, keksinnöistä innovaatioiksi
- Innovaatioarkkitehtuuri ja innovaatioympäristöt
- Innovaatiokulttuuri
- Uusi teknologia ja suhdeverkot
- Luovan työskentelyn menetelmät
- Innovaatioprosessin tavoitteellinen johtaminen
- Innovatiivinen esimiestoiminta ja innovaatiota tukeva organisaatio
- Vihreä innovointi: ekoinnovaatiot
Previous studies:
Teemojen 1, 2 ja 3 opinnot.