Opetussuunnitelma
2017
Sosiaali-, terveys- ja liikunta-ala
Laurea yhteinen
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2017
Social Services, Health and Sports
Laurea joint
Bachelor's degree programmes
Opetussuunnitelma · Kauneudenhoitoalan koulutus (SKV), Laurea Tikkurila · Ryhmä SKV217SA
Opetussuunnitelma 2017 – SKV217SA (englanniksi)
Curriculum · Degree Programme in Beauty and Cosmetics (SKV), Laurea Tikkurila · Group SKV217SA
Curriculum 2017 – SKV217SA (in English)
Curriculum 2017 – SKV217SA (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Beauty and Cosmetics, SKV217SA
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. Our mission is to
educate, research, develop and innovate. In our activities we apply 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
• 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
• include in your degree studies offered by the offer of Laurea, Haaga-Helia and Metropolia University of Applied
Sciences.
The study unit implementation plans specify the objectives, content and implementation form of the studies.
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
• is able to compare and develop • models a development project as
the operating methods of various a whole from the perspective of
actors, the set objectives and impact
goal and the entire process, and
to create a new operating model
• is able to follow the principles of • follows the agreed operating
equality and fairness methods
ETHICAL COMPETENCE • is able to apply the underpinning • is considerate to others, gives
values and principles of space to other people's ideas
vocational ethics typical of his/ and listens
her field to his/her actions • complies with the rules (including
• is able to apply the principles of schedules), is committed to work,
sustainable development is careful, reliable and fair,
(environmental, social and respects the work of others,
financial responsibility) shows discretion and behaves
• acts as a responsible global appropriately in each situation
citizen • understands that local actions
may also have international
impacts and vice versa
• accepts responsibility for his/her • recognizes conflicts associated
own actions with choices
• accepts responsibility for the • compares and takes into
actions of the group consideration different
viewpoints, is able to let go of
selfish needs in order to achieve
a common good
• shows appreciation for the work
and outputs of others, for
example by citing the original
sources
• draws on his/her competence to • designs/develops customer/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
• is able to organise and networks globally
communications in a work • shares information and takes
community initiative in disseminating
• is able to evaluate information on the project's
communication competence progress using various
needed in multicultural communication channels
cooperation
• is able to evaluate the impacts • finds solutions to communication
and possibilities of challenges
internationalisation development • constructs and organises
network partnerships in
cooperation with project actors
• is able to renew communication • has the courage to challenge him/
modes herself and others to act
• is able to direct communications • tolerates uncertainty,
• is able to develop working life incompleteness and the
connections and networks possibility of failing in
• is able to have an impact in communication situations
society by communicating about • acts professionally, interprets
project outcomes and controls emotions in critical
interactive situations
• builds and develops online
partnerships independently
• uses renewing modes of
communication
• is able to identify elements • obtains and processes
needing change in working life / a knowledge in his/her field in
INNOVATION COMPETENCE project relation to the RDI project
• is able to use appropriate project • brings up practicable
and R&D methods development ideas emerging
• is able to apply a development- from the project
oriented work approach in an
RDI project
• is able to organise an RDI project • documents and reports:
• is able to analyse and interpret describes knowledge or
an innovation process applying operating methods that renew
existing international knowledge working life in line with the
project targets
• brings up international standards
and practices relevant to the field
and follows them
• has the courage for constructive
questioning
• is able to create new working • suggests and implements
methods by using creative solutions bravely and creatively,
problem-solving and finds justifies his/her point of view
customer/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 • draws up a project plan
Manager (legal and financial
comprises goal-oriented, • is able to promote a communal spirit among those aspects)
interactive social activity. participating in a development project by personal
Management guides the example
way people act. The aim of
management is that a group
of people will work better
and more efficiently than
without management
• 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 2. year 3. year 4. year
Y YDINOSAAMINEN 57 47 16 30
V121 EXPERT IN CHEMISTRY AND MARKETING
01436 Initial Test in Mathematical Competence 0
V1581 Marketing Communications 10
V1582 The Chemistry of Cosmetics 10
V1583 Cosmetics Legislation 5
V1584 Scientific Text Reading Skills 5
V122 EXPERT IN COSMETICS AND BUSINESS
OPERATIONS
00202 Initial Test in English Skills 0
V1589 English for Cosmetics Industry 5
V1585 Start Up Beauty Sector 10
V1586 Biochemistry 5
V1587 The Composition and Functions of a Cosmetics 5
Product
V1588 Surface-active Agents and Emulsions 5
V123 INTERNATIONAL COSMETICS EXPERT
00203 Initial Test in Swedish Skills 0
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
V1590 Cosmetics Industry from the Point of View of 10
Nordic Countries
V1591 Shelf Life of Cosmetics 5
V1592 Management Skills 5
V1593 Service Business 5
V1594 Service Design 5
V124 EXPERT IN THE COSMETIC SECTOR IN A
WORK COMMUNITY
V1595 Work Placement 1 15
V1596 Work Placement 2 15
R001 EXPERT IN DEVELOPMENT AND
WORKPLACE INNOVATION
R0180 Career Planning: Tools for Professional 2
Development
R0181 Career Planning: Work Search and Work in the 2
Future
R0182 Career Planning: Working Life Competences 1
R0183 Project Management and Communication 5
R0184 Research and Development Methods 5
R0045 Thesis 15
T TÄYDENTÄVÄ OSAAMINEN
R020 OTHER COMPLEMENTARY COMPETENCES
57 47 16 30
V121 EXPERT IN CHEMISTRY AND MARKETING, 30 cr
Description:
The objective of the module is to develop skills in evaluating save use of cosmetics as well as competence in
marketing communications in the cosmetics sector.
Having completed the module, students understand and are able to plan marketing communications for a company
in the cosmetics sector. They understand the basics of chemistry and are able to link the physical and chemical
properties of substances used in cosmetics with their chemical structure. They are able to apply the requirements of
European cosmetics legislation to tasks in the sector and keep up with legislative change.
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: Sari Viitala
01436 Initial Test in Mathematical Competence, 0 cr
The student is able to:
See the study unit description.
Study unit description:
At the beginning of their studies, all students take initial tests in mathematics. The initial test may only be taken
once. Student shows in the initial test that she/he has the basic knowledge of the field’s mathematical solutions.
Students who fail the test must take basic studies in mathematics at the start of their studies. Having passed the
basic studies, students obtain credits for inclusion in elective studies.
V1581 Marketing Communications, 10 cr
The student is able to:
The student is able to
• plan the marketing communications of a company in the cosmetics sector
• evaluate the use of the competition methods of marketing in all-inclusive marketing of a company
• determine the target group of marketing
• plan the digital marketing of a company
• analyse factors that shape images in the marketing in the cosmetics sector
• produce visual marketing material
V1582 The Chemistry of Cosmetics , 10 cr
The student is able to:
The student is able to
• know strong and weak bonds and understand their significance, e.g. for the state of matter
• know the most common functional groups of basic carbon compounds and their significance for the
characteristics of the carbon compound
• link the physical and chemical properties of substances used in cosmetics with their chemical structure
• identify the tasks of various chemical compounds in cosmetics products at a general level
• identify key chemical reactions for the working of hair and skin care products
V1583 Cosmetics Legislation , 5 cr
The student is able to:
The student is able to
• assess the compliance with legislation of cosmetics products and labelling, and draw up legal labels for
cosmetics packaging
• follow the development of EU legislation and the dissemination of information on the safety of ingredients that
underlies this process, and draw on this knowledge in duties in the beauty care sector
• assess the significance for product safety of other legislation concerned with cosmetics in addition to EU
regulation
V1584 Scientific Text Reading Skills , 5 cr
The student is able to:
The student is able to
• acquire and process information critically and assess the reliability of the source
• use the necessary databases to find scientific literature in the cosmetics sector
• separate a scientific article from a commercial article
• produce higher education level text with references
V122 EXPERT IN COSMETICS AND BUSINESS OPERATIONS, 30 cr
Description:
The objective of the module is to increase competence on the functions of cosmetics and the basics of
entrepreneurship.
Having completed the module, students are able to communicate orally and in writing in English as specialists in the
cosmetics sector. They are able to improve their professional language skills. The students understand the
connection between the ingredients and end product properties of basic hygiene products and ordinary cosmetics.
They innovate and plan business operations in the sector while taking profitability aspects into account.
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: Satu Vuorela
00202 Initial Test in English Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
V1589 English for Cosmetics Industry, 5 cr
The student is able to:
The student is able to
• communicate in English both orally and in writing in various working life situations
• take advantage of research information in English
• develop his or her professional language skills using different learning techniques
V1585 Start Up Beauty Sector , 10 cr
The student is able to:
The student is able to
• use trends and megatrends to predict development trends of companies in the beauty sector
• come up with and develop business ideas in the beauty and well-being sector
• develop the areas of a business plan
• assess business ideas and their practicability
• assess and plan the economic activities of a company
• recognise the basic concepts of budgeting and profitability calculations and apply them in planning
entrepreneurial activities
• understand the basics of accounting and final accounts and be familiar with legislation that regulates
bookkeeping
V1586 Biochemistry, 5 cr
The student is able to:
The student is able to
• identify the tasks of various biochemical compounds in cosmetics products at a general level
• identify structures of biomolecules occurring in cells, understanding their significance at the cell level for the
organisation and well-being of tissues
• identify the most essential biomolecules occurring as raw materials in cosmetics on the list of ingredients
• assess the influence of biomolecules in a cosmetics product
V1587 The Composition and Functions of a Cosmetics Product , 5 cr
The student is able to:
The student is able to
• recognise the most common ingredients in the list of ingredients for a cosmetics product and their most
essential functions
• recognise the link between the properties of a cosmetics product and the chemical consistency of the
ingredients
• collect information about the ingredients of a cosmetics product and compile information suitable for the
consumer about this
V1588 Surface-active Agents and Emulsions , 5 cr
The student is able to:
The student is able to
• identify in the list of ingredients of a cosmetics product key surface active substances and their purpose in the
product
• describe the differences of various surface active substances and their impacts in products
• recognise the connection between the characteristics of the product and the chemical composition of the
ingredients as well as identify what factors influence the chemical stability of products
Competence is demonstrated as more in-depth knowledge of the ingredients and product formulations of cosmetics
products.
V123 INTERNATIONAL COSMETICS EXPERT, 30 cr
Description:
The objective of the module is to join the knowledge of the cosmetics industry to an international operating
environment as well as to combine the shelf life of cosmetics with cosmetics safety.
Having completed the module, students understand special features of the national and international business
operating environment of the cosmetics sector. They are able to develop service operations in the sector and
understand the principles of business management. They are able to communicate in Swedish as specialists in the
cosmetics sector and recognise factors related to the manufacture and shelf life of a cosmetics product.
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: Auli Hietanen
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
V1590 Cosmetics Industry from the Point of View of Nordic Countries, 10 cr
The student is able to:
The student is able to
• join the cosmetics sector to diverse business operations
• determine the special features of the business operating environment of the sector from the national and
international perspectives
• assess the operating processes of companies in the sector
• assess the impact of the national economy on the company's operations
• draw up a business analysis
• communicate in Swedish at least on competence level B1.2. of the European Framework of Reference for
Languages, and the civil service language proficiency certificate will be registered in his or her records
• improve his or her interaction, communications, information search and reporting skills in Swedish
V1591 Shelf Life of Cosmetics , 5 cr
The student is able to:
The student is able to
• justify the significance of microbiology in the manufacture, preservation and use of cosmetics and identify the
risks of deficient hygiene in beauty care sector operating environments
• recognise key ingredients that have an effect on the microbiological or chemical self life of a cosmetics product
in the list of ingredients: preservatives and antioxidants
• describe the operating principles of ingredients that have an effect on shelf life
V1592 Management Skills, 5 cr
The student is able to:
The student is able to
• be familiar with self-leadership
• comprehend the basic concepts of management and organization
• develop business management skills
• comprehend the managerial roles, responsibilities and tasks
• know the basic concepts of organizational communication
V1593 Service Business, 5 cr
The student is able to:
The student is able to
• determine the basic elements of service marketing
• define the components of service quality
• understand how value is created to the customers through service
• understand cultural influences on services
V1594 Service Design, 5 cr
The student is able to:
The student is able to
• determine the special features of services in the beauty care sector
• develop beauty services with a customer-oriented approach
• have a command of the principles of service design
• sell and market beauty care services and products
V124 EXPERT IN THE COSMETIC SECTOR IN A WORK COMMUNITY , 30 cr
Description:
The module will deepen the students' expertise in their own sector.
Students are able to apply for jobs that support their career plan and to act responsibly in national and international
positions requiring professional expertise. They have the capacity to develop the activities of the organisation and
their own expertise.
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: Nina Lahtinen
V1595 Work Placement 1 , 15 cr
The student is able to:
The student is able to:
• apply in practice what he or she has learnt
• analyse and structure the content and methods of his or her work
• with his or her personal input, participate in the practices and development work in the company in which the
placement is completed
• develop his or her competence in cosmetics
• evaluate his or her competence and its development
V1596 Work Placement 2 , 15 cr
The student is able to:
The student is able to:
• assess his or her own competence and workplace competence requirements
• develop and advance his or her competence in cosmetics
• develop the activities of the organisation as a member of a community of experts
• create personal working life connections and act in networks
• evaluate his or her competence and its development
• plan his or her study path and career
R001 EXPERT IN DEVELOPMENT AND WORKPLACE INNOVATION, 30 cr
Description:
The objective of the module is to develop the students’ abilities to study individually and in teams, to prepare to carry
out research and development work, and to support career development and the creation of a work identity.
At the beginning of their studies students acquire familiarity with the tools required in higher education and the
operating methods of development-based learning. After completing the module, students are able to work
responsibly both independently and as team members. They are able to assess and develop themselves as
learners and are capable of identifying development targets in the workplace.
Students are able to plan, implement and evaluate a project in cooperation with different networks in the workplace.
They are able to employ appropriate research methods and the methods of development activities and project work.
Students are able to identify creative and innovative solutions for the challenges of workplace development.
Students are able to report the results of their development work using a style of writing characteristic of research.
Students are able to plan their studies, development and career with an eye on the development prospects of their
own field.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: (liko) Kimmo Kuitunen (sote, sh) Minna Pulli ja Eila Marttila (sosiaaliala) Kaarina Marjanen
Kerava: Minna-Kaisa Lehtilinna
Leppävaara: Birgit Aurela
Lohja:(sote) Eliisa Kukkola (liko kevät 2015) Taina Lackman
Otaniemi: Hannamari Talasma, Marjaana Marmo
Porvoo: Maija-Leena Kukkonen
Tikkurila: Hanna Väätäjä (moduulivastaava monialaisessa tiimissä), Tikkurila (liko): Marilla Kortesalmi, Tikkurila
(kauneus): Nina Lahtinen, Tikkurila (tiko): Eeva Haikonen, Tikkurila (terveys) Kirsi Ronkainen
R0180 Career Planning: Tools for Professional Development, 2 cr
The student is able to:
The student is able to
• plan his/her own studies and professional development from the perspective of career planning and working life
• use different learning methods and tools successfully to support studies
• assess his/her learning abilities and her/his role in a team
R0181 Career Planning: Work Search and Work in the Future, 2 cr
The student is able to:
The student is able to
• develop him/herself as an expert of his/her professional field and to plan his/her career
• describe his/her competences by using a portfolio and job application documents
• recognize existing career opportunities in the internationalizing labour market
• network with other actors in the field and understands his/her network and the possibilities of network co-
operation
R0182 Career Planning: Working Life Competences, 1 cr
The student is able to:
The student is able to
• describe the meaning of his/her general working life competences in the world of work
• apply for a job using a portfolio amongst other things
• apply his/her knowledge of employee rights and responsibilities for his/her employment
R0183 Project Management and Communication, 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate a practical project in multidisciplinary cooperation
• work in an appropriate way in multicultural organisations and networks
• acquire and use information to support development, and use ICT tools
• communicate appropriately and in a goal-oriented way in the communication and documenting situations
required by the project
R0184 Research and Development Methods, 5 cr
The student is able to:
The student is able to
• choose the proper methods for development project and give reasons for these choices
• collect empirical data and analyse it
• interpret empirical results and make conclusions based on empirical results
• recognizes the ethical point of view of the research and development work
• evaluate the reliability and validity of research
• apply the principles of research communication orally and in writing
• draw up and interpret research and development reports
R0045 Thesis, 15 cr
The student is able to:
The student is able to
• present justified suggestions for development in relation to working life
• conceptualize phenomena related to working life based on research results
• use proper research and development methods in order to produce new knowledge
• act in development projects cooperatively and in a responsible manner with working life and other partners
• evaluate his/her own activities and solutions critically
• understand concepts in an extensive scale and present topics logically and based on arguments
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