Opetussuunnitelma
2018
Luonnontieteiden ala
Laurea Tikkurila
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2018
Natural Sciences
Laurea Tikkurila
Bachelor's degree programmes
Opetussuunnitelma · Tietojenkäsittelyn koulutus (NTV), Laurea Tikkurila · Ryhmä NTV218SN
Opetussuunnitelma 2018 – NTV218SN (englanniksi)
Curriculum · Tietojenkäsittelyn koulutus (NTV), Laurea Tikkurila · Group NTV218SN
Curriculum 2018 – NTV218SN (in English)
Curriculum 2018 – NTV218SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Tietojenkäsittelyn koulutus ( Laurea, Tikkurila, tiko ), NTV218SN
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 CORE COMPETENCE 67 32 56
A853 COMPETENCE IN ICT
R0240 The ICT Environment and Infrastructure 5
R0027 Fundamentals of Programming 5
R0244 Foundations of Web Development 5
R0241 Information Management and Databases 5
R0242 Data Networks and Information Security 5
00202 Initial Test in English Skills 0
R0243 Professional Communication in English 5
R035 COMPETENCE IN BUSINESS AND
ENTREPRENEURSHIP
R0209 Competence in Business 10
R0210 Business Law 5
R0212 Competence in Customer Relationships and 10
Projects
00203 Initial Test in Swedish Skills 0
R0013 Swedish for Bachelors of Business Administration 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
R0049 Finnish Language and Communication 5
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
R037 SERVICE BUSINESS
R0218 Digital Service Business and Marketing 10
R0216 Service Design 10
R0217 Corporate Social Responsibility 5
R0052 Leadership and Management 5
R002 EXPERT IN A WORK COMMUNITY
R0220 Placement 1 15
R0221 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 COMPLEMENTARY COMPETENCE
67 32 56 0
A853 COMPETENCE IN ICT, 30 cr
Description:
During this module, students learn about the operating environment of the ICT sector and issues related to
information security. Students are able to create software using basic programming structures. Students learn how
to build simple applications and user interfaces and can explain the structures of an information network. They are
able to communicate in English to perform the tasks required in their 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:
Leppävaara: Antonius De Arruda Camara
Tikkurila: Eeva Haikonen
R0240 The ICT Environment and Infrastructure, 5 cr
The student is able to:
The student is able to
• describe the processes of information systems development, implementation and maintenance
• describe the structure and operational environment of information systems
• identify typical threats related to information security
R0027 Fundamentals of Programming , 5 cr
The student is able to:
The student is able to
• use the fundamental syntax and building blocks of programming languages
• plan, implement and test small-scale programs in accordance with the best practices of programming
R0244 Foundations of Web Development, 5 cr
The student is able to:
The student is able to
• design and implement web sites using fundamental web development tools and techniques
• design, create, and publish www content
• design and implement web site layouts according to customer needs
• evaluate web site development needs
R0241 Information Management and Databases, 5 cr
The student is able to:
The student is able to
• design and implement databases
• manage and use databases
• use query languages to search and modify data in a database
R0242 Data Networks and Information Security, 5 cr
The student is able to:
The student is able to
• describe the structure and operation of data networks in relation to the following terms: Local area networks,
wireless networks, internet
• describe the functionality of IP-networks and key internet protocols
• implement and maintain basic services in a local area network
• justify the importance of information security according to the CIA model (Confidentiality, Integrity and
Availability)
• identify common information security threats faced by organizations
• implement basic level information security safeguards for local area network
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.
R0243 Professional Communication in English, 5 cr
The student is able to:
The student is able to
• communicate as a professional in field-specific tasks and intercultural contexts
• produce effective spoken and written texts using an appropriate style and register
• demonstrate knowledge of essential terminology needed in working life
• apply principles of interpersonal and organizational communication
R035 COMPETENCE IN BUSINESS AND ENTREPRENEURSHIP, 30 cr
Description:
During the module, interactive skills and competences in business, entrepreneurship and project work are
developed.
After completing the module, students are able to recognise and evaluate opportunities in the business environment,
and analyse and assess the prerequisites for successful business. Students know how to act in an entrepreneurial
and customer-oriented manner. They are able to work in projects, create networks and engage in cooperation with
both Finnish and international partners. Students also achieve the level of competence in Swedish required from
public servants.
In project learning environments, the development of competence is implemented in two parts, which are:
1. Competence in Business Operations (15 cr)
The student is able to
• recognise the opportunities, operators and networks in the business environment
• describe the significance of the competitive situation to the company’s success
• describe the factors that contribute to profitable business
• apply field-specific key ethical and legal principles and norms
2. Competence in customer relationships and projects (15 cr)
The student is able to
• assess prerequisites for customer-oriented operation, and different customer needs and solutions
• act in an entrepreneurial and customer-oriented manner
• show initiative in projects and as a member of a project group in a responsible and goal-oriented way complying
with information security regulations and taking advantage of the tools available
• communicate in Finnish and Swedish orally and in writing using field-specific concepts
• achieve the level of competence in Swedish required from public servants.
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: Tiina Turku
Leppävaara: Susanna Nieminen
Hyvinkää: Pyry Airaksinen, Teppo Leppälahti
R0209 Competence in Business, 10 cr
The student is able to:
The student is able to
• recognise the opportunities, operators and networks in the business environment
• describe the significance of the competitive situation for the company’s success
• describe the factors that contribute to profitable business
R0210 Business Law, 5 cr
The student is able to:
The student is able to:
• apply in practice the legal norms and principles that govern business
R0212 Competence in Customer Relationships and Projects, 10 cr
The student is able to:
The student is able to
• evaluate prerequisites for customer-oriented operation, and different customer needs and solutions
• act in a customer-oriented manner in sales situations
• show initiative in projects and as a member of a project group in a responsible and goal-oriented way complying
with information security regulations and taking advantage of the tools available
• communicate orally and in writing using field-specific concepts
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.
R0013 Swedish for Bachelors of Business Administration, 5 cr
The student is able to:
The student is able to
• communicate in Swedish both orally and in writing in various field-specific work and communication tasks
• take into consideration the special characteristics of the Nordic operating environment
• communicate in Swedish at the B1.2 level in accordance with the Common European Framework of Reference
for Languages and pass the civil service language proficiency certificate
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
R0049 Finnish Language and Communication, 5 cr
The student is able to:
The student is able to:
• use the tools of language planning and language knowledge
• write pragmatic texts
• write online texts
• make different speeches and presentations
• act as an active participant in meetings and negotiations
Study unit description:
The study unit is for those whose language of education is Swedish and who have studied Finnish as a second
national language. After passing the study unit, students meet the language skills requirements for Finnish as the
second official language in public administration and the civil service language proficiency certificate will be
registered in student’s records.
00636 Written skills in Finnish, 0 cr
00637 Oral skills in Finnish, 0 cr
R037 SERVICE BUSINESS, 30 cr
Description:
During the module student´s competence in service business is strengthened. After completing the module student
is able to create value for customers in service business. Student is able to use various tools in service design and
digital marketing. Student is able to advance sustainability and responsibility in organizations. Student is able to
make business decisions based on data.
In project-based learning environments competence will develop in two entities:
The aim of the first one (15 credits)is that the student is able to
• plan, implement and evaluate a Service Design project with service design methods
• develop sustainable practices in organisations
The aim of the second one(15 credits) is that the student is able to
• create and develop digital services
• develop and use digital tools for marketing purposes
• research and manage customer experiences
• analyze and use business reports in projects
• use strategic planning, analysis and decision making tools in project contexts
• make business decisions in various project contexts
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. 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: Jukka Rautio
Hyvinkää:Katriina Knuuti , Paul Dickinson
Leppävaara: Kati Tawast
Lohja: Annukka Jussila
Otaniemi: Anna Nolvi
R0218 Digital Service Business and Marketing, 10 cr
The student is able to:
The student is able to:
• analyze current trendsin digital services
• develop digital service processes
• manage thedigital customer experience
• market digital services
• plan how to use digital sales channels
• use digital tools to support marketing
• apply regulations of digital business
R0216 Service Design, 10 cr
The student is able to:
The student is able to:
• describe how value is createdfor the customers through service
• recognize the essence of Service Design thinking and methods
• plan, implement and evaluate a Service Design projectusing service design methods
• apply creative problem-solving and develop working methods individually and in teams
• foster entrepreneurship through service design
R0217 Corporate Social Responsibility, 5 cr
The student is able to:
The student is able to
• analyze environmental, social and economic responsibilities in service business
• develop sustainable practises in organisations
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
R002 EXPERT IN A WORK COMMUNITY, 30 cr
Description:
During the module, students deepen their expertise in their chosen field.
They learn how to apply for jobs that support their career plan and to act responsibly in national and international
positions requiring professional expertise. Students develop the capacity to develop the activities of the organisation
and their own expertise.
Responsible persons:
Hyvinkää: Taru Tallgren
Kerava: Suvi Sivén
Leppävaara: Virpi Castren
Lohja: Kirsi Kamphuis
Otaniemi: Merja Wirman
Tikkurila: Mikko Karppanen
R0220 Placement 1, 15 cr
The student is able to:
The student is able to
• apply into practice what he/she has learnt
• analyse and develop the content and methods of his/her work
• participate in the development of practices and business processes in the company in which the placement is
completed
• develop his/her business competencies
• evaluate his/her competencies and their development
R0221 Placement 2, 15 cr
The student is able to:
The student is able to
• evaluate his/her competencies and the requirements of working life
• develop and deepen his/her business competencies
• analyse and develop the content of his/her work and the operation of the organisation as a member of the work
community
• establish personal working life connections and act in networks
• evaluate his/her competencies and their development
• plan his/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