Opetussuunnitelma
2015
Laurean yhteiset opinnot
Laurea Otaniemi
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2015
Laurea common studies
Laurea Otaniemi
Complementary competence and common studies
Opetussuunnitelma · Täydentävä osaaminen (amk-tutkinto) (TOG), Laurea Otaniemi · Ryhmä TOG15SY
Opetussuunnitelma 2015 – TOG15SY (englanniksi)
Curriculum · Täydentävä osaaminen (amk-tutkinto) (TOG), Laurea Otaniemi · Group TOG15SY
Curriculum 2015 – TOG15SY (in English)
Curriculum 2015 – TOG15SY (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Täydentävä osaaminen (amk-tutkinto), Laurea Otaniemi, TOG15SY
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 260
R020 OTHER COMPLEMENTARY COMPETENCES
R0074 Basic Studies in Mathematics 5
R0098 Basic Communication in Swedish 5
R0082 Basic Communication in English 5
R0089 Language and Culture Tandem 5
R005 EARLY CHILDHOOD EDUCATION COMPETENCE
R0093 Diversity and Special Nature of Early Childhood Education 10
R0094 Pedagogical Competence in Early Childhood Education 10
R0095 Competence in Guiding Early Childhood Education Activities 10
G120 FUTURE EXPERTS IN THE WELFARE SECTOR
01500 Innovation Project 1 5
01491 Innovation Project II 10
G103 PROMOTING WELLBEING
G8290 Supporting Mental Functions 5
G8291 Nutrition as Support for Wellbeing 5
G8292 Applied Physical Activity 5
G8324 Promoting Health and Thriving at Work 5
G8325 Multidisciplinary Evaluation Methods in Rehabilitation 5
G8328 Supporting Functional Capasity 5
B066 SOCIAL WORK WITH ADULTS
G8308 Social sector work carried out with adults 5
G8309 Guidance and counselling in social work with adults 5
G8310 Functional, bodily and creative methods in social work with 5
adults
G111 MULTIDISCIPLINARY CUSTOMER WORK COMPETENCE
IN THE SOCIAL SERVICES AND HEALTHCARE FIELD
G8286 Different Stages of Human Life 5
G8287 Similar, Different and Various Types of Opportunities 5
G8288 Interaction Skills in the world of Children, Youths and Adults 5
G107 CUSTOMER RELATIONSHIPS AND MARKETING
G8343 Integroidun markkinointiviestinnän ja asiakkuuksien 15
kehittäminen
G8336 Developing Business in an International Environment 5
G110 LEADERSHIP AND MANAGEMENT
G8337 Leading by Coaching 15
G104 ENTREPRENEURIAL ACTIONS AND E-SERVICES
G8295 eWellbeing Services and Their Development 5
G8272 eService Competence 5
R0052 Leadership and Management 5
G8297 Entrepreneurship: 5
B052 ECONOMIC GOVERNANCE
G8338 Investointi- ja hinnoittelulaskelmat 5
G8339 Operatiivinen laskentatoimi 5
G8340 Kustannus- ja kannattavuuslaskelmat 5
G108 LAUREA STARTUP
G8341 Kickoff StartUp 10
G8319 Future StartUp 5
G8320 Idea StartUp 5
G8321 Business StartUp 5
G8342 Developing StartUp 5
V078 CHILD PROTECTION - YOUNG PEOPLE AND FAMILIES
V1433 Child Protection
V1434 Young People and Families
G8299 Work with Challenging Children 5
G8300 Child Welfare Services in Open Care 5
G8301 Work with Young People 5
R027 GUIDANCE AND EXPERTISE TRAINING
01469 Student Tutor Activities 5
01410 Basic Studies on Rules and Regulations in Working Life 5
A821 PRODUCER OF EVENT SERVICES
A9466 Plannining and Implementing an Event 10
260
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.
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
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
R0089 Language and Culture Tandem, 5 cr
The student is able to:
The Student is able to
• improve his/her target language skills, especially oral skills
• make observations and get familiar with target (foreign) culture and society
• expand his/her general cultural competence
R005 EARLY CHILDHOOD EDUCATION COMPETENCE, 30 cr
Description:
In this module, the students develop their specific and multi-disciplinary pedagogical competence and expertise in
early childhood education. The students build up competence that supports a child's individual and communal
growth, development and learning. The students become experts of education, care and teaching in the area of
early childhood education. After completing this module, the students may take on a leading role in a team of
educators and act as an educational partner in multiprofessional networks. The studies contained in this module are
part of the study path leading to the competence of a kindergarten teacher.
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:
Otaniemi: Virpi Lund
Tikkurila: Maarit Koskinen
Hyvinkää: Maire Antikainen
R0093 Diversity and Special Nature of Early Childhood Education, 10 cr
The student is able to:
The student is able to:
• assess a child's individual needs for growth, development and learning
• work in a goal-oriented manner and as required by the child's needs for special support and development
• work for a child in cooperation and in a family-oriented way in multiprofessional networks
• apply his/her competence in early childhood education in work, respecting the strengths of different children,
families, cultures and views of education
R0094 Pedagogical Competence in Early Childhood Education, 10 cr
The student is able to:
The student is able to:
• analyse the value base, aims and underpinning knowledge of early childhood education
• take a child's characteristic ways of acting into account in education
• recognize the significance of inclusion, communality and dialogical interaction in a child's growth, development
and learning
• create preconditions for an educational partnership and cooperation
R0095 Competence in Guiding Early Childhood Education Activities, 10 cr
The student is able to:
The student is able to:
• plan, guide and evaluate pedagogical activities and operational environments that meet the needs of children
and groups of children
• apply functional and creative methods in education
• reflect upon an educator's actions and his/her own view of education
G120 FUTURE EXPERTS IN THE WELFARE SECTOR, 15 cr
Description:
The module produces competence, which makes it possible for the student to develop services and service models
in the welfare sector.
After completing the module, the student is able to describe and evaluate the expertise that the welfare sector will
require in the future. The student is able to evaluate changes in the operating environment, as well as the changes
required in services and service models. The student is able to develop and apply different working methods when
developing future services and service models as a part by participating in projects oriented towards working life.
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:
Otaniemi: Johanna Leskelä ja Hannamari Talasma
01500 Innovation Project 1, 5 cr
The student is able to:
The student is able to
• work in multi-professional groups and networks
• use service innovation processes and tools to develop services
• develop services to promote health and well-being in multi-professional teams together with working life
representatives
01491 Innovation Project II, 10 cr
The student is able to:
student is able to develop and apply different working methods when developing future services and service models
as a part by participating in projects oriented towards working life.
student is able to evaluate changes in the operating environment, as well as the changes required in services and
service models.
G103 PROMOTING WELLBEING, 30 cr
Description:
The objective of the module is for the student to be able to evaluate and develop physiotherapy as a part of his/her
client's wellbeing.
After completing the module the student is able to extensively apply different physiotherapy assessment and
exercise methods. The student is able to evaluate and develop his/her own competence, as well as services from a
multidisciplinary perspective in the client’s different operating environments. The student is able to foresee future
challenges to wellbeing and create solutions.
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:
Otaniemi: Johanna Stepanoff ja Irma Karhu
G8290 Supporting Mental Functions, 5 cr
The student is able to:
The student is able to
• describe the basics of psychophysical physiotherapy
• evaluate a client’s resources and motivation with psychophysical physiotherapy assessment methods
• support and promote the client’s health and functional ability in multidisciplinary operating environments
• evaluate the effectiveness of physiotherapy and create new practices
G8291 Nutrition as Support for Wellbeing, 5 cr
The student is able to:
The student is able to
• describe the basic functions of the digestive system and its regulation and the effect of physical activity on
nutrition
• describe and recognise the significance of nutrition for the wellbeing of people in different ages
• evaluate the client’s body composition and support dietary habits that promote a client's wellbeing
• design approaches that take physical activity and nutrition into account and promote the client's overall
wellbeing.
G8292 Applied Physical Activity, 5 cr
The student is able to:
The student is able to
• describe the significance of the disorders or defects of the cardiovascular system and respiratory system with
regard to a person’s wellbeing and functioning
• evaluate and improve the client’s functioning with methods of applied physical activity
• evaluate and develop assistive technology appropriate for the client`s needs and supporting activity and
participation
G8324 Promoting Health and Thriving at Work, 5 cr
The student is able to:
Student is able to
• define national and global threats to health and well-being at a conceptual level
• create environments that promote health and well-being
• assess and promote the population’s health and ability to function
• recognise and describe different risks to the well-being of work communities
• assess the health and well-being of work communities and employees
• support different actors’ well-being in different situations in working life
• develop work and operating environments on the basis of an assessment
Contents of the study unit:
G8325 Multidisciplinary Evaluation Methods in Rehabilitation, 5 cr
The student is able to:
Student is able to
• identify and describe the goals and assessment of rehabilitation with the help of different evaluation methods
used in the field of rehabilitation
• describe the goals and assessment of rehabilitation using the GAS method
• analyse and assess the feasibility and appropriateness of GAS in proving effectiveness
G8328 Supporting Functional Capasity, 5 cr
The student is able to:
Studentis able to
• describe how circulatory and respiratory insufficiencies affect a person’s well-being and ability to function
• assess the performance of the cardiovascular and respiratory systems in people of different ages
• provide guidance on good lifestyle choices (physical activity, nutrition) to people of different ages
B066 SOCIAL WORK WITH ADULTS, 15 cr
Description:
The module develops the theoretical and methodological competence the students need in social work with adults.
In the study units of this module, the students improve their capabilities of using and applying methodological
approaches to different people in different life situations to support their inclusion.
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:
Otaniemi: Kaijus Varjonen
G8308 Social sector work carried out with adults , 5 cr
The student is able to:
After completing this module, students can:
• identify the multifaceted nature of vulnerability and exclusion
• analyse the individual, community-related and social factors behind marginalisation, vulnerability and exclusion
• understand theoretical bases and working orientations of social rehabilitation
G8309 Guidance and counselling in social work with adults , 5 cr
The student is able to:
Opiskelija osaa
• soveltaa tietojaan ja taitojaan kriisi-, mielenterveys-, päihde- kriminaali- ja monikulttuurisessa työssä
• soveltaa asiakkaan osallisuutta ja voimaantumista edistäviä työmuotoja asiakastyössä
Contents of the study unit:
After completing this module, students can:
• apply their knowledge and skills in crisis work, mental health work, and in intoxicant abuse, crime prevention
and multicultural work.
• apply, in customer work, working methods that promote the customer's inclusion and empowerment
G8310 Functional, bodily and creative methods in social work with adults , 5 cr
The student is able to:
The student is able to:
• apply, draw on and use functional, bodily and creative art-based methods in social work with adults
• improve their knowledge and capabilities in the application of these methods.
Contents of the study unit:
After completing this module, students can:
• apply, draw on and use functional, bodily and creative art-based methods in social work with adults
• improve their knowledge and capabilities in the application of these methods.
G111 MULTIDISCIPLINARY CUSTOMER WORK COMPETENCE IN THE SOCIAL SERVICES AND
HEALTHCARE FIELD, 15 cr
Description:
The core purpose of the module is for students to gain an understanding of human growth and development and of
life’s different stages.
After completing the module, the student is able to support the creation of an interactive relationship between people
of different ages. The student is able to improve a customer’s potential to develop his/her own personality and skills.
The student is able to utilise various multidisciplinary methods when guiding activities according to a customer’s
needs.
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:
Otaniemi: (hoitotyö) Anna-Kaisa Hankaniemi, (sosionomi) Annika Kultavirta
G8286 Different Stages of Human Life, 5 cr
The student is able to:
The student is able to
• recognise and describe developmental entities and opportunities in different phases of a person´s life
• evaluate the course of his/her client's life and give guidance
G8287 Similar, Different and Various Types of Opportunities, 5 cr
The student is able to:
The student is able to
• recognise the specific challenges in a person’s growth and development and know the service systems in use
for these
• support his/her clients' different ways of learning and acting
• guide rehabilitative operations according to the client’s needs
• encounter and resolve situations where challenging behaviour is exhibited
G8288 Interaction Skills in the world of Children, Youths and Adults, 5 cr
The student is able to:
The student is able to
• support the building of interaction relationship with a baby, child, youth or adult
• give guidance on developing an interactive relationship in client work
• analyse interaction skills and situations in client work
G107 CUSTOMER RELATIONSHIPS AND MARKETING, 15 cr
Description:
The objective of the module is that the student masters marketing and sales planning as well as the development of
customer relationship management as a whole. He/she knows how to develop a customer relationship management
process for different segments, profitable and loyal customers as a goal.
The student is able to develop strategic marketing mix solutions for different segments. He/she uses a variety of
marketing communications and sales management solutions in the international business environment. The student
is able to develop company's customer relationships and take the advantage of the data of the customer information
system to gain a profitable customer capital.
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:
Otaniemi: Johanna Lunkka and Eeva Miettinen
Leppävaara: Anne Martola
G8343 Integroidun markkinointiviestinnän ja asiakkuuksien kehittäminen, 15 cr
The student is able to:
•Osaa arvioida erilaisia markkinointiviestinnän keinoja osana markkinointistrategiaa
•Osaa suunnitella yrityksen tai brändin markkinointiviestinnän kokonaisuuden asiakastietoa hyödyntäen
•Osaa arvioida erilaisia asiakkuuksia ja markkinointiviestintää ostokäyttäytymistietoon perustuen
•Ymmärtää asiakashallintaprosessien käsitteet ja merkityksen asiakassuhteen kehittämisessä
•Osaa laatia asiakkuuksien kehittämissuunnitelman
G8336 Developing Business in an International Environment, 5 cr
The student is able to:
•arvioida muuttuvaa liiketoimintaympäristöä ja yrityksen kansainvälistymismahdollisuuksia
•hyödyntää markkinatietoa ja analysoida kansainväliseen liiketoimintaan vaikuttavia tekijöitä
•osaa suunnitella markkinoinnillisia ratkaisuja kansainvälisille markkinoille
G110 LEADERSHIP AND MANAGEMENT, 15 cr
Description:
After completion of the module, the student is able to lead and develop an organization, its functions and personnel
according to a business strategy. During the module, the managerial and project leadership skills of the student will
develop.
The ability of the student to lead himself/herself, different individuals, teams and organizations will develop. The
student is familiar with the rights and responsibilities that labour laws require of an employer. After completion of the
module, the student is able to promote welfare at work. She/he is able to function in both national and international
environment.
Student can study 15-30 credits 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:
Moduulia ei enää tarjota
G8337 Leading by Coaching, 15 cr
The student is able to:
• johtaa ja valmentaa tiimejä
• arvioida ja kehittää itseään tiimin valmentajana
• edistää tiimin hyvinvointia
• luoda yleiskuvan lainsäädännön työyhteisölle asettamista oikeuksista ja velvollisuuksista sekä niiden
oikeusvaikutuksista
G104 ENTREPRENEURIAL ACTIONS AND E-SERVICES, 15 cr
Description:
The objective of this module is to develop the student’s multidisciplinary leadership and entrepreneurial skills.
After completing the module the student will be able to apply the basics of leadership and management in his/her
own professional work. The student will be able to evaluate the services and inclusive service processes in his/her
field. The student is able to transform and renew practices used by the work community in an entrepreneurial and
innovative way in a changing operating environment.
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:
Otaniemi: Mirva Alapoikela ja Merja Wirman
G8295 eWellbeing Services and Their Development, 5 cr
The student is able to:
The student is able to
• describe and conceptualise existing eWellbeing Services.
• evaluate the accessibility and feasibility of eWellbeing Services
• innovate and design new eWellbeing Services.
G8272 eService Competence, 5 cr
The student is able to:
The student is able to
• use and apply nontraditional services for client needs
• describe eService concept from his/her own sector's perspective
• analyse and evaluate eServices and explain their meanings within renewal of services
• innovate and develop various eService ideas, or the service processes related to the ideas.
R0052 Leadership and Management, 5 cr
The student is able to:
The student is able to
• evaluate and develop his/her own actions as a member of a work community and as a manager
• apply labour law and collective agreements
• evaluate the work community and well-being at work
G8297 Entrepreneurship:, 5 cr
The student is able to:
The student is able to
• describe the objectives for development of services from the perspective of professional life and the region in
question
• recognise and develop client-oriented, sustainable and economical solutions for services as a part of the
operations of the innovation environment
• design business operations for a physiotherapy cooperative or enterprise
B052 ECONOMIC GOVERNANCE, 15 cr
Description:
The aim of the module is that students will understand the principles of accounting and financial statements, and the
main finance and taxation legislation related to business.
Students will learn how the economy is closely connected to a company’s operational procedures improve their cost
accounting skills as well as increasing their knowledge of how a company improves its overall business profitability.
Students will be able to analyse businesses with the help of financial statements, key numbers and various
calculations, and to make use of this information in the company’s development and decision-making.
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:
Otaniemi: Mika Hentunen
G8338 Investointi- ja hinnoittelulaskelmat, 5 cr
The student is able to:
• Opiskelija osaa perustiedot useammasta kuin yhdestäinvestointi- ja hinnoittelulaskelmien osa-alueesta
• Opiskelijaperehtyy yhteen näistä syvemmin ja tekee aiheeseen liittyvän projektin.
Contents of the study unit:
Hinnoittelumenetelmät ja hinnoittelulaskelmat
Psykologinen hinnoittelu
Riskilisät
Arvonlisävero, myös käänteinen alv
Investointien kannattavuuslaskelmat
Rahan arvon palauttaminen ja investointien sisäisen korkokannan laskeminen diskonttauslaskuilla
G8339 Operatiivinen laskentatoimi, 5 cr
The student is able to:
Opiskelija osaa perustiedot useammasta kuin yhdestä seuraavista osa-alueista *Hän perehtyy yhteen näistä
syvemmin ja tekee aiheeseen liittyvän projektin.
Contents of the study unit:
*
Budjetointimenetelmät
Kontrollilaskelmat
Katetuottolaskennan kertaus
Eri kustannuslajit (kiinteät/muuttuvat, vaikutettavissa olevat ja uponneet kustannukset)
Vaihtoehtoislaskelmat
Standardit
G8340 Kustannus- ja kannattavuuslaskelmat, 5 cr
The student is able to:
• Opiskelija osaa perustiedot useammasta kuin yhdestä seuraavista osa-alueista *
• Opiskelijaperehtyy yhteen näistä syvemmin ja tekee aiheeseen liittyvän projektin.
Contents of the study unit:
*
Menon jaksotus
Poistotavat
Varaston kirjaus (FIFO, LIFO, AVCO)
Välittömät ja yleiskustannukset
Yleiskustannusten jakaminen ja laskentatavat
Omakustannusarvo- ja valmistusarvolaskelmat
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
G8341 Kickoff StartUp, 10 cr
The student is able to:
After completing this study unit, students will understand why businesses have a constant need for agile business
development, and for validating their business models and products in the market and with the customers.
Students will understand the requirements for Startup -funding, and the differences between applying and receiving
public and private sources of funding.
Students will understand the purpose of a team, its members’ different roles and its strengths for a growth-seeking
Startup company.
Contents of the study unit:
Kickoff StartUp-opintojakso on erikseen sovittava opintokokonaisuus start-up yrityksen liiketoiminnan
käynnistämiseen ja sen rahoitukseen liittyen.
Opintojakson aikana yrityksen liiketoimintaa kehitetään ketterän kehityksen metodeja käyttäen
asiakaslähtöisestiliiketoimintamallia ja tuotteita testaten. Tavoitteena on Business Model Canvasin kirkastaminen
sekä rahoitussuunnitelman tekeminen tai muu erikseen sovittava liiketoiminnan käynnistämiseen ja kehittämiseen
liittyvä kokonaisuus – esim. tiimin kehittäminen, rahoitus/taloushallinto, asiakashankinta, koemarkkinointi. Kaikki
lähtee yrityksen/tiimin tarpeista.
Opintojakso toteutetaan kehittämisohjelman muodossa, jolloin opiskelija start-up /tiimi saavat henkilökohtaista
sparrausta ja neuvontaa.
Sparrauksen lisäksi opiskelijalle on tarjolla mahdollisuuksia verkottua eri startup-ympäristön toimijoihin sekä
kontakteja rahoittajiin. Verkoston kautta on myös tarjolla koulutuksia ja erilaisia työkaluja yritystoiminnan
aloittamiseen ja pyörittämiseen.
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
G8342 Developing StartUp, 5 cr
The student is able to:
Students will understand, and have the ability to develop a company’s business model, the procedures of which will
be agreed with the mentor, according to recognized development needs. The presumption is that participants have
already completed the Future-, Idea- and Business StartUp –study units.
Contents of the study unit:
Developing StartUp-opintojakso on erikseen sovittava opintokokonaisuus yrityksen liiketoiminnan jatkokehittämiseen
ja tiimin täydentämiseen.
Opintojakson aikana yrityksen liiketoimintaa kehitetään edelleen asiakaslähtöisesti. Tavoitteena on esimerkiksi
Business Model Canvasin tiettyjen osa-alueiden kehittäminen, jotta opiskelija/tiimi täyttää edellytykset päästä Kick-
off StartUp ohjelmaan. Tavoitteena voi myös olla esimerkiksi liiketoiminnan kansainvälistyminen. Kaikki lähtee
yrityksen/tiimin tarpeista.
Opintojakson aikana opiskelija/tiimi saavat henkilökohtaista sparrausta ja neuvontaa.
Sparrauksen lisäksi opiskelijalle on tarjolla mahdollisuuksia verkottua eri startup-ympäristön toimijoihin kanssa.
Verkoston kautta on myös tarjolla koulutuksia ja erilaisia työkaluja yritystoiminnan kehittämiseen.
V078 CHILD PROTECTION - YOUNG PEOPLE AND FAMILIES , 15 cr
Description:
Students completing this module will develop their knowledge and competencies in working with children, young
people, and families from the perspective of strengthening client participation. Students will be capable of working
as a social worker in a psycho-social setting. Furthermore, students will become familiar with the working methods,
procedures, and processes involved in child protection work and be capable of engaging with young people and
families in various professional settings. The students will also be able to reflect on their own knowledge and
understanding of the work in this area.
The module is worth between 15 and 30 ECTS.
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:
Otaniemi: Mirva Alapoikela jaTuula Saarnio
Tikkurila: Hanna Väätäjä
V1433 Child Protection, 15 cr
The student is able to:
The student is able to:
• analyse issues and phenomena associated with child protection in Finnish society
• evaluate and assess child protection needs across a range of age groups, as well as special needs and
children's rights
• comply with the ethical principles associated with social work and child protection work
• use a range of methods appropriately when carrying out child protection work
• understand the importance of early stage interaction and attachment in a child's life
• recognise signs of violence in the home and family and provide information on various forms of support and
assistance
V1434 Young People and Families, 15 cr
The student is able to:
The student is able to
• apply knowledge of the different stages of a young person's life
• work with young people in a supportive and enthusiastic manner
• demonstrate knowledge of legislation associated with young people
• demonstrate knowledge and understanding of the social work principles, practices, and methods used with
individuals and groups
• understand the role of social work with families
G8299 Work with Challenging Children, 5 cr
The student is able to:
The student is able to
• assess a child’s or youth’s special needs
• work in institutional care that support children
G8300 Child Welfare Services in Open Care, 5 cr
The student is able to:
The student is able to
• assess what type of support the child and family require
• work in accordance with the Child Welfare Act and principles of child welfare
• use the work methods in open care in an appropriate way
G8301 Work with Young People, 5 cr
The student is able to:
The student is able to
• assess a young person’s needs
• support young people with different methods, including the work in Internet
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.
01410 Basic Studies on Rules and Regulations in Working Life, 5 cr
The student is able to:
Opintojakson tavoitteena on vahvistaa opiskelijoiden työelämäosaamista ja kehittää työnhaun taitoja. Opintojakson
aikana saat vinkkejä työnhakusi tehostamiseen ja CV:si kehittämiseen. Perehdyt myös keskeiseen
työlainsäädäntöön ja työehtosopimuksiin sekä niiden merkitykseen käytännön työelämän ongelmatilanteissa.
Opintojaksolla tutustut myös keskeisiin työsuojelumääräyksiin ja työelämän sosiaaliturvaan.
Contents of the study unit:
Opintojakso koostuu kolmesta moduulista, jotka ovat:
1) Taitavaksi työnhakijaksi
2) Työelämän pelisäännöt, työehtosopimukset ja työlainsäädäntö
3) Työelämän arjen hallinta, työhyvinvointi ja työelämän sosiaaliturva
A821 PRODUCER OF EVENT SERVICES, 30 cr
Description:
The objective of the module is to develop competencies in planning and production related to event services.
After completing the module, the student will be able to plan, implement, manage, evaluate and develop customer-
oriented event services profitably and safely while offering peak experiences in cooperation with the customers by
using service design methods.
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:
Leppävara: Kaija Meriläinen
A9466 Plannining and Implementing an Event, 10 cr
The student is able to:
Opiskelija osaa
• Suunnitella ja tuottaa yhdessä Espoon kaupungin Ison omenan tapahtumatiimin (toimeksiantaja) kanssa
avajaisviikkojen ohjelmaa ja toimintaa
• Tehdä tunnetuksi uuden palvelutorin toimintaa ja mahdollisuuksia
• Toimia osana moniammatillista projektitiimiä ja verkostoa
• Kartoittaa ja kontaktoida mahdollisia yhteistyökumppaneita (yritykset ja 3.sektori)
• Käyttää tapahtumamarkkinoinnin ja palvelumuotoilun prosesseja ja työkaluja hyväksi tapahtumatuotannossa
• Ohjata ja neuvoa asiakaslähtöisesti tapahtumien kävijöitä