Opetussuunnitelma 2008 – MTE08SN (suomeksi)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Tourism, in English (Laurea Kerava, marata), MTE08SN

CURRICULUMS AT LAUREA

Learning Concept at Laurea

Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The integration of these tasks has led Laurea to seek solutions that optimise our ability to respond to
challenges. The aim is to produce graduates and who are investigative developers of their work and of the
workplace. We also hope to produce research-based development initiatives for the competence required at work,
with visible effects in our operating environments.
As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.


As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.

Learning environment

Laurea’s learning environment facilitates competence development for learners, organizations, region and partners.
The learning environment is a physical and psychological space that expresses the current culture, nature, time,
community and practices of development work. Thus, it forms a comprehensive operating environment for
competence development. The aim of the learning environment is to facilitate the achievement of learning results
while supporting the generation of new know-how and interaction within the operating environment. The learning
environment is an implementation of Laurea’s target-oriented development.
The learning environment utilizes internal and external networks and is in constant interaction with the world of work.
New knowledge and skills are acquired in authentic problem-solving and development tasks, which make the
complexity of the real world an object for competence development. Regional influence increases through enriching
communities and the networks that they form. Students use projects to learn the basics of networking, social skills
and communication with experts in the field. The meeting points between the industry and the study units are
significant in terms of the growth of expertise and competence development. Students grow into developers by
carrying out development tasks and by interacting in competence networks.


Students make use of diverse information sources and tools in their studies. Interactive learning environments are
used to create a framework for structuring learning so that it offers situations, challenges and tools that help learners
to utilize their own thought resources. The learning process becomes a continuous problem-solving process, with a
focus on research, development and generating new competence. Conscious and systematic development work is
used to formulate ideas and practices that boost development, and to generate new know-how. The result is a
creation, a new operating method, a model or a product.

The creation of innovative processes is easier in structures that allow space for informal creativity, innovation and
the promotion of things that motivate different participants internally. This work is characterised by communality and
a socio-cultural environment for learning. It is important to create a spirit of development.
Development work takes place in projects that combine competences from various fields of study. Project teams
consist of students, trainees, lecturers and workplace experts whose competences interact at the practical level.
Students use projects to complete study units, job placements or theses. Lecturers do not organize and set targets
for the project teams’ activities in advance; instead, the team members take joint responsibility for this. Students
receive experience of the culture of expertise and of working as equal experts. They increase their self-management
and set their own targets. Thus projects facilitate an unlimited learning process, where no glass ceilings are set by
curricula, textbooks or instruction. Learning by Developing enables individuality in learning.
Practical applications of innovative learning environments include initiatives and projects carried out as innovative
environments in networks, as well as various operating spaces designed for learning and development, skill hubs
and development labs. Work consists of collaboration based on shared expertise, which is supported by methods of
sharing competence, such as tutoring, lecturing sessions, demonstrations, team meetings, feedback events and
seminars.


Students

In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between lecturers, experts from the labour market and students. The cooperation is based on responsible
commitment to the project. All participants are seen as learners, because the development projects aim to produce
change and generate new things. Partnership also means mutual respect and appreciation for diverse skills. The
progress of the development project depends on sharing competence and building new competence out of different
areas of expertise. Students participate as partners who increase their competence by learning how to use new
tools and by taking part in various research and development initiatives. Competence is founded on research-based
knowledge, understanding the professional context, handling the necessary tasks and managing various workplace
situations, to the extent that these skills are needed for each student’s degree. In the development projects,
students learn as individuals while also participating in shared learning and in producing new know-how.

Lecturers

The role of lecturers in development projects can be described as that of an expert, a participant and a pedagogical
leader, who facilitates the students’ growth and development into experts in their fields. Laurea’s lecturers are in
other words researchers and developers, influential players in regional development and teachers.

Published reports by those teachers that work as researchers demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. Some teacher act as developer and are
responsible for identifying and refining the processes of development projects. The third role of lecturers is in
workshops, which transmit and share cultural knowledge, and provide students with tools. Lecturership also involves
partnerships with the labour market. The industry experts participating in development projects contribute the
knowledge contained in workplace competence, while lecturers ensure that evidence-based data are available for
explaining this competence. They join forces to produce new know-how for developing and reforming the labour
market.

Competence evaluation

The evaluation of competence in Learning by Developing directs future choices and demonstrates how well targets
have been met. Competence is seen on the one hand as knowledge of information, skills and values, and on the
other hand as experiential competence, which includes individuals’ and their community’s know-how. Evaluation in a
development project looks at individuals’ and the project community’s learning, the progress and significance of
different processes, and the results achieved.
Evaluation is based on the objectives provided in the competence-based curriculum. These objectives define the
requirements that students have to meet to achieve their degrees. The generic competences describe the
competences shared by all Laurea students as meta-competence placed in a professional context. Themes, on the
other hand, define the substance of subject-specific competence, which is deepened by the generic competences.
The generic competences build a level of education needed at a higher education institution and at work;
meanwhile, the themes build competence needed for employment. The generic competences are defined on three
levels. Students choose the level they wish to achieve in each generic competence together with their tutors, and
these desired levels are used as a basis for the study plan. Progress in the generic competences is measured
qualitatively through portfolios. The study units are graded on a scale of 1 to 5. These grades are shown on the
students’ degree certificates.


LAUREA´S GENERIC COMPETENCES
Laurea´s generic competences

In addition to core competence in the field, five general areas have been defined at Laurea which are important for
professionals in all areas to master. These are called generic competences. The generic competences are
developed during the studies, and the level of competence is also evaluated. The curriculum’s generic competences
have been determined by analysing shared competences needed in different employment sectors in the future.
The shared generic competences for all degree programmes are:
· ethical competence
· globalisation competence
· innovative competence
· reflective competence
· network competence


Generic competences are closely linked to the contents of the study units.

The generic competences are structured through levels. Each competence has been categorized further, comprising
the personal competence level, organisational competence level and social reform level. The targeted generic
competence levels have been defined in the curriculum for each degree programme. All Laurea BA students must
reach at least the personal competence level in all generic competences. In the case of many generic competences,
the social reform level cannot be achieved until in connection with a Master’s degree.

Ethical competence

Morals refers to an individual’s conception of right and wrong, whereas ethics refers to moral choices to which the
individual is consciously committed. Ethics is a systematic attempt to understand moral conceptions. It consists of
ethical rules and principles, virtues and values. In the generic competence of ethical competence, morals and ethics
are fundamentally linked together, because students’ moral competence forms a basis for their ethical competence.
Ethical competence consists of four components: (1) ethical sensitivity; (2) ethical motivation; (3) moral-ethical
problem-solving; and (4) ethical implementation skills.

In order for student activities to be ethical, they must be sensitive to ethical problems contained in different
situations. Ethical sensitivity refers to the ability to recognise the special characteristics, needs, rights and
responsibilities of each party. It includes awareness of how one’s own actions affect other people’s well-being, and
involves envisaging and anticipating various action plans and their consequences for each party. Empathy and the
ability to put oneself in another’s position form the core of ethical sensitivity. Students also need knowledge of the
special characteristics of major customer groups and ethical problems in the sector. Ethical sensitivity is
characterised by professional interaction skills, which are a target for active development throughout each degree.

Ethical motivation refers to committing to moral-ethical values and taking responsibility for one’s own actions. The
students’ responsibility grows from the personal level to the communal and social levels. In order to develop their
ethical motivation, they must also know the value bases of their fields and participate in discussions on values.

Moral-ethical problem-solving refers to the ability to solve ethical problems through critical argumentation. It requires
consideration of various possible solutions, as well as knowledge and application of the ethical norms and
approaches of the field. Continuously developing competence includes the skill to solve problems in interpersonal
relationships, work communities, communities and the global environment, and the ability to justify these solutions.

Moral implementation skills refer to the ability to take target-oriented action to solve ethical problems (negotiation
and conflict-solving skills), as well as the courage to act in accordance with ethical values, even in complex
situations. In order for professional activities to be ethically sustainable, competence must be developed in all these
areas of ethical competence..

Levels of ethical competence

At the personal competence level, students are able to:
•    reflect on their own values and the consequences of their actions on other people’s well-being
•    work with a basis in the profession’s values, following ethical principles
•    apply the field’s ethical norms to problem-solving
•   examine situations from different parties’ perspectives
•   work in a tolerant and understanding way in multicultural networks
•   apply ethical principles to R&D projects


At the organisational development level, students are able to:
•    take into account the special characteristics, needs and rights of major customer groups in their work
•    build customer-oriented interactions and work dialogically
•    assume responsibility for the welfare of the community and the ethics of the work done
•    examine ethical issues from the point of view of the organisation and the community
•    develop fair methods of proceeding in their work


At the social reform level, students are able to:
•    critically reflect on their own attitudes and prejudices
•    actively participate in social debates on values
•    assume responsibility at social and global levels
•    make arguments in favour of fair social and global changes
•    solve conflicts and influence issues


Globalisation competence

Globalisation refers to series of events and processes that cause the world to merge into a single, all-encompassing
social system. In other words, globalisation refers to the processes by which things acquire worldwide scope.
‘Globalised’ refers to worldwide phenomena and the results of the globalisation process: a fully integrated world.
Sustainable development in relation to globalisation is a globalised political programme, whose aim is to increase
welfare with environmental responsibility, within the limits of environmental capacity.

Global interaction can be classified as financial, cultural, political or social interaction. The science of
globalisation also includes questions of ecology and biology. Sustainable development brings all these dimensions
together, with the aim of observing economic growth, cultural diversity, social welfare and ecology in politics and
practice.

Levels of globalisation competence:

At the personal competence level, students are able to:
•    make use of international sources of information in the field
•    take into account the effects and opportunities of multiculturalism and internationalisation on their fields
•    recognise the significance of their professional actions in relation to global interactions and sustainable
     development
•    evaluate their own value bases from the point of view of sustainable development and globalisation, and apply
     them to their work


At the organisational development level, students are able to:
•    take into account the effects of their own sector and its organisations on sustainable development, responsibility
     and international connections
•    promote the values of environmental and social responsibility in organisations in the sector, taking into account
     global interactions
•    apply responsibility for sustainable development to an organisation in the sector
•    work in international networks


At the social reform level, students are able to:
•    recognise the global nature of social issues and the characteristics of sustainable development
•    critically evaluate social values and practices from the point of view of sustainable development, taking into
     account global interactions
•   make arguments at social level, applying the principles of sustainable development and taking into account
    global effects


Innovative competence

All of the processes of our modern society are undergoing constant changes. Laurea has followed the examples of
the EU and Finland in choosing a positive attitude towards change as one of its strategic operating methods. The
aim is not just to cope with change but also to see it as an opportunity, which requires constant innovation in order
to be embraced. According to these strategies, future professionals must have abilities in innovation, so it is
essential to include innovative competence in Laurea’s generic competences.

Innovation refers to a novelty that is implemented to generate added value productively. There are three separate
elements to this definition: 1) novelty; 2) implementation; and 3) added value. In other words, an idea by itself is not
an innovation, nor does a wealth of ideas make a person an innovator.

The innovation process can be divided into three stages: continuous evaluation of the situation; generating
innovative ideas; and carrying out an implementation project. Innovation can take place on five levels: individual,
team, organisation, network and societal level.

At the personal innovation competence level, students learn to be innovative reformers at individual and
professional group levels. In addition, they should be able to participate in the implementation of change initiatives in
their immediate work environments.

At the organisational innovator level, students can start up innovation work in their own teams and use all the
innovation tools that exist in the organisation’s framework. In the increasingly network-oriented operating models of
the future, organisational innovators should also support active reforms as part of an informal network.

At the social innovator level, students can complete the tasks of the previous levels as well as continuously monitor
and analyse the operation of networks and the society. They can take larger frameworks into account in all change
processes and motivate people to work towards shared goals.

Levels of innovative competence:

At the personal competence level, students are able to:
•    analyse their own thought processes, knowledge and actions
•    plan, organise and develop their own work
•    set targets and turn them into appropriate, concrete actions
•    come up with new ideas, working creatively, expressing their thoughts and convincing others to participate in
     developing them
•    use various ideation methods
•    manage themselves, work during change and in diverse projects
•    conduct intermediate and final evaluations of a project


At the organisational development level, students are able to:
•    monitor and analyse an organisation’s work processes and results
•    use benchmarking in developing their work
•    use diverse teamwork methods
•    lead projects, processes and networks or participate in leading them in ways that inspire commitment in others
•    link innovation to an organisation’s strategic targets
•    take into account the nature and demands of innovation work


At the social reform level, students are able to:
•    gather ideas from a network, convince others of them and link them to the social framework
•    ensure that participants in innovation work are sufficiently committed (guidance, encouragement)
•    create and commercialise innovations
•    participate productively in innovation networks, and identify and investigate innovation mechanisms
Reflective competence




Reflection constitutes critical analysis of the principles, starting points and consequences of one’s actions.
Reflection can target the present moment or the past.

In the reflection of earlier experiences, an individual gives meaning to events. A new meaning makes development
possible. As cognitive skills and concepts develop, an individual is able to deal with broader entities, differentiate
phenomena and observe new ones more clearly.

In reflection of the present moment, simple, previously unconscious routine actions become conscious activity. In
critical reflection, an individual’s whole meaning-producing perspective changes as tacit knowledge becomes visible,
transforming learned matters into action. Critical reflection implies a relationship with communities, concepts and
theories.

Thus reflection is a thought process. Reflection is dialogue and problem-solving based on proven arguments. In
open dialogue between people, different perspectives provide new challenges. Learners participating in dialogue
can look at different perspectives in order to create shared meanings. Deep thought gives time and space for
solving encountered problems by examining and investigating them using research methods.

In order to extend their understanding of themselves in relation to other students, customers, work communities or
writers, students need skills in self-examination, critical peer evaluation and analysis of their own resources. Self-
management emphasises communality and shared participation. Critical awareness helps students to identify their
own learning opportunities and the factors that affect them. Shared reflection on their own activities allows students
to test their thoughts and share them with others. Reflection means professional growth and competence led by
human metacognitive abilities. In the process of becoming an expert, reflection forms part of an investigative and
developmental approach towards work.

Levels of reflective competence:

At the personal competence level, students are able to:
•    evaluate their own learning and competence and formulate a personal development plan
•    identify development challenges and understand problems
•    develop their competence independently and with others, and share what they have learnt in a work community
•    assume a role in a group/team
•    acquire and analyse information systematically


At the organisational development level, students are able to:
•    work dialogically, collaboratively and with self-evaluation
•    evaluate their self-management and professional competence as part of a community
•    evaluate their own work as part of a group, community or professional field
•    work during change, identifying and making use of various opportunities for learning and action
•    critically justify the principles of their work
•    apply the concepts of development challenges appropriately


At the social reform level, students are able to:
•    analyse their own actions in relation to social and historical backgrounds
•    evaluate and develop the functionality of regional operating methods and models
•    evaluate systematic information that has been structured, produced and written, and develop social activities on
     the basis of it


Network competence
The generic competence of network competence encompasses a broad range of competences, from individual
communication skills to organisation networking and strategic network leadership. Communication is essential to
communality and a functioning society. Only with communication can we create shared meanings. Networking and
the development of network processes are fuelled by interpersonal and interorganisational communication. In order
for social and economic structures to become networked, new kinds of skills and attitudes are needed in the
network’s participants. Dialogue and interaction are essential resources of a networked society. Laurea’s aim is to
promote and develop its students’ network competence in diverse ways, creating innovative network competence
models.

Network competence refers to time-based management of internal and external efficiency in order to significantly
increase the efficiency of common practices. Network competence can include networking and network leadership.
Network competence and strategic networks are often synonymous. Networking, on the other hand, is a
cooperation model for companies and organisations, and may involve operators from various fields. Network
leadership is the model used to manage a network.

Network competence is largely based on the communication skills of the people participating in the networks in
question. Without communication and interaction, there can be no functioning networks. Organisations must be able
to operate flexibly in a changing operating environment and also to influence the development of the environment. A
learning organisation has communication and interaction skills as a central tool for creating functioning networks and
developing network competence.

The generic competence examines network competence on three levels. The personal competence level (basic
level) focuses on developing communication skills and participation in networks. This is the basic level of network
competence, which must be mastered by all Laurea students. It is important for students to obtain good
communication skills in order to communicate effectively in various situations. Students must also be able to take on
active, target-oriented roles in networks.

The organisational developer level (intermediate level) centres on understanding the strategic significance of
network competence and partnerships, as well as on analysing and reflecting on his or her own actions from the
point of view of the company. Graduates must be able to identify strategic partnerships, promote the organisation’s
networking with their actions and create new network relationships. The most important thing is a proactive,
developmental approach towards network operations.

The social reformer level (advanced level) requires the ability to analyse the operation of entire strategic networks
in relation to their environment. This level is achieved by top experts in network competence. Graduates have the
ability to lead strategic networks (orchestration) and to anticipate complex social development trends (visioning).

Levels of network competence:

At the personal competence level, students are able to:
•    present things in writing, verbally and visually using various communication styles
•    act in situations requiring professional communication and interaction
•    identify various team work models and work in teams
•    participate collaboratively and actively in a network
•    take into account cultural differences and work with people with different cultural backgrounds


At the organisational development level, students are able to:
•    participate in and manage negotiations
•    participate in group communications
•    communicate on topics related to their specialist fields to a lay audience
•    develop the networked operations of a professional organisation
•    take initiatives in developing a network


At the social reform level, students are able to:
•    work as experts in communication situations
•    plan communications from a strategic point of view, and work with the media
•   initiate networked operations and lead a strategic network
•   adopt a developmental and predictive approach to work, and influence the work environment
•   monitor and analyse networks’ operating models


European higher education area

LAUREA´S COMPETENCE-BASED CURRICULUM FORMS PART OF THE EUROPEAN HIGHER EDUCATION
AREA

Finnish higher education institutions have reformed their curricula in accordance with the Bologna Process, i.e., the
creation of the European Higher Education Area. The EU’s strategic targets for education also apply to Finnish
education. Each country has its own education system; this diversity is still taken into account, but cooperation and
mobility are also needed to allow the citizens of different countries to benefit from the diversity, rather than turning it
into a restriction. The Bologna Process started in 1999 at a conference of ministers responsible for higher education.
After that, Ministerial Conferences have been arranged regularly, with the latest one in Leuven in 2009. Currently
the process involves 46 countries, some from outside the EU. The aim of the Bologna Process is to establish a
consistent, compatible and attractive Higher Education Area in Europe by 2010.

The objectives of the process are:
• adoption of easily readable degree structures
• adoption of comparable degree structures
• establishment of a system of credits
• promotion of European cooperation in quality assurance
• increasing mobility
• participation of higher education and students
• lifelong learning
• promotion of European dimensions in higher education
• cooperation between higher education and research


To promote the adoption of easily readable, comparable degrees, the process has created a system based on two
main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its degree structure
to align it with this European objective. In universities of applied sciences, the two-cycle degree is implemented in a
way that students obtain a Bachelor’s degree, after which they have the opportunity of obtaining a Master’s degree.
The requirement for Master’s degrees is an undergraduate degree plus three years’ work experience. The long-term
objective is that approximately 20 per cent of Bachelor’s-degree graduates will take a Master’s degree.

The establishment of a system of credits refers to the ECTS (European Credit Transfer and Accumulation System).
Most European countries are adopting this credit system based on the amount of work in each academic year. In
the ECTS, one year of study produces 60 credits. The ECTS was adopted more than ten years ago; initially it
applied primarily to student exchanges, but now all credit accumulation (previously transfer) measurements are
made according to the system. Finnish universities of applied sciences adopted ECTS credits in 2005.

The ECTS is a student-centric system, based on the student workload needed to achieve the targets set for each
degree. The students’ learning process is intended to be the focal point of curricula, which define learning outcomes
and competences. Curricula should move away from a focus on individual subjects and the starting points of
teaching towards a model that observes the holistic development of students and supports professional growth. This
model is referred to as the competence-based curriculum.

From the point of view of promoting mobility, curricula must be internationally understandable. The aim of
standardising the structures and learning targets of degrees is to improve the conditions for mobility within and
between higher education institutions during the studies, and also in the workplace, after graduation. In terms of the
recognition and comparability of degrees taken in different countries, it is important to link learning outcomes to
concrete competence requirements and definitions in the labour market. These are the objectives of the “Tuning
Educational Structures in Europe” project. It has defined a number of shared generic competences that are
independent of subjects and fields of study, as well as subject-specific (professional) competences for certain
degrees.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, while study units are larger entities. Competence is defined in terms
of the students’ learning outcomes. The generic competences defined at Laurea correspond with the national and
European learning outcomes considering the generic competencies and the objectives set for Bachelor-level
degrees in the “Joint Quality Initiative” -network. Comparisons have shown globalisation and innovative competence
in particular to be unique, so they are well suited to describing the competence produced at Laurea from the point of
view of an international university of applied sciences specialising in service innovations. Laurea’s innovative efforts
in relation to the competence-based core curriculum are a proactive response to the challenges of international
competitiveness in the Helsinki metropolitan area. Currently resources are being directed towards further enhancing
the quality of the curriculum’s implementations in generating new competence and innovations for Laura’s operating
environment.

Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html

Tuning Educational Structures in Europe
http://europa.eu.int/comm/education/policies/educ/tuning/tuning_en.html

Operating environment

Tourism can be defined in any number of ways. WTO (World Tourism Organization) defines tourism as an activity,
where people travel and spend time outside their regular living environment, for less than a year, either on leisure,
business or for any other purposes. Tourism is many things, business & leisure, culture & employment, technology
& interaction. Tourism also has an economic impact for many countries, due to the income and taxes it generates,
through the employment the industry offers etc. To depict tourism as an economy, however, involves many
challenges as it involves so many practices. Furthermore, in the future, travel is not only regional cross boarding, but
also mental and intersubjective to its character; i.e. travel occurs through and within various networks (e.g. social
networks).

Diversity, the impact tourism has on other areas or the economy, its social character and its emotional dimension,
the variety in the consumption of travel products etc., makes tourism hard to grasp. It makes the travel industry a
multi-formed line of business and a challenging sector for research.

Because of its fragmented character the hospitality industry or tourism branch does not have a clearly defined
identity or status, even though tourism stands for both employ-ment and prosperity, also in Finland.

Globally speaking tourism is a widely activating sector. Both The World Tourism Organisation (UNWTO/OMT) that is
an UN (United Nations) based tourism organisation committed to Tourism, Travel and the Millenium Development
Goals, and the EU (European Union) define the travel industry as significant for the global economy, for employment
and generally, for strengthening competition.

Tourism is hence globally a sector of the economy that not only employs a significant number of people, but also
provides enormous opportunities for e.g. women´s advancement and for entrepreneurship, also in developing
countries.

The Finnish Ministry of Education (Education and Research Development Plan for 2007-2012), foresee that cultural
change in the Finnish society is advancing on several levels. The most visible changes are to be seen in the
increased number of immigrants, in the impact of networks and its consequent effects, i.e. on e.g. communicative
practices and in the width in travel.

Expertise

Cultural differentiation is also an economically viable phenomenon.
In communities, in which different people meet, and thrust is born, new ideas and innovations are often created.
Innovations, thus, do not only evolve from e.g. technology, but also from social interaction in e.g. open innovative
environments. Consequently, according to the Confederation of Finnish Industries EK, Finland needs to create a cul-
ture for practices, in which we involve more people in innovation processes. (EK final report 2006.) Moreover, EK
(2006) argues that future successful clusters are built around creative people. Aside from creativity,
entrepreneurship, positive attitude and courage, healthy self confidence, sense of responsibility and social talent,
are perceived central for future industrial and individual success. (EK 2006.)

Furthermore, innovations of the future are often cross-scientific and based on multi-scientific co-operation.
(Development Plan 2003-2008.)

Technology cannot be argued to be trendy anymore. Adapted technology, however, offers huge potential and many
possibilities within the hospitality industry and the area of tourism. Technology can be applied and used in many
new ways. E-tickets, navigation maps, multisensor travel guides, maps, directions and services integrated to mobile
technology, user forums, blogs, social internet, GPS, ECR, RFID, SOM, WEB 2.0, bio- and nanotechnology, robots,
smart cards and customized services offer possibilities both for the service supplier, the client, the service providers
and last, but not least, for ethnographic user based consumer research. Students should be aware of these
possibilities and such projects will be integrated into their studies.

Hence, cultural knowledge, multi-scientific approaches, open environments, social competence, adapted technology
and service-industrial skills seem to be of importance in the future of the business of tourism.

Moreover, future knowledge areas are to be found in responsible and dynamic management, in handling multi-
cultural issues, in design-, creativity, service-,network-, commercial- and technology-skills. (EK future, final report
2006.)

Companies hence seem to have a growing need for multi-competences and border-crossing, i.e., in involving people
who are not only experts in their own field, but also understand business logic and are open for cultural difference.

China, that is the fastest growing economy in the world, cannot be ignored. It seems essential to understand at least
some Asian cultural drivers and values, involving the understanding of Confucian ideals such as self-control, family
security, and intellectualism, in addition to the three key differences in rules, i.e., differences in addressing people,
showing respect, and criticizing in public (Reisinger, Turner 2002).

Russia is another good example of a market and culture that, for Finnish tourist entrepreneurs, business operators
and future employees, is important to understand.

Competences

Not only is it hence important for tourism graduates,
to understand the hospitality industry as a whole,
tourism as a business, as an internationally viable
trade, it is equally important to understand the service
culture, logic and process, and to understand
different cultures and countries, their cultural values
and social drivers together with some technological
innovations and the huge potential that e.g.
multimedia & art has to offer for this trade.
It seems that innovative, responsible, open, and
service minded individuals with a good attitude, a
creative mind, with excellent team-working,
interactive and social skills, multicultural, it-ability and
skills, in addition to, perceiving things from different
angles,uderstanding business logic, are called for, in
future employment, also in tourism.

 Connecting and involving people, communication,
international interaction, the co-construction of
knowledge, social networks and social competences
combined with international business knowledge
adapted for the service industry, cultural knowledge
including languages and ethnic studies, adapted
technology combined with culture & art thus form the
base and curriculum of the new bachelor level
programme in tourism, i.e. iTourism; Commerce and
Culture.

 Interest holders, tutors, teachers and students
genuine interest to learn through regional
development, research & development, through the
development of practices, products and services,
bind the actors, and form the pedagogical strategy for
this programme.

 The ethical, globalisation, innovation, reflective and
networking competences are developed, international
job placements and mobility is encouraged and multi-
scientific approaches are supported, throughout this
programme.
                                                           1. year       2. year       3. year       4. year
OP         STUDIES                                                  60         60            60            30
174        THE SERVICE SECTOR AND THE TOURISM
           INDUSTRY
00586      Understanding Service Culture                            10
00587      Service process and logic                                10
00588      Entrepreneurship in tourism 1                            10
00589      Academic writing                                          5
175        CULTURE AND ART
00590      Global and local perspectives                            10
00591      Tourism as a cultural phenomenon                         10
00592      Heritage and Authenticity                                               5
00593      Art meets tourism                                         5
176        BUSINESS ENVIRONMENTS AND
           OPERATIONS
00594      Hospitality management                                              10
00595      International trends in tourism                                     10
00596      Entrepreneurship in tourism 2                                       10
00597      Logistics and tourism                                                                 5
177        COMMUNICATION & TOURISM COMPETENCE
00598      Intercultural communication                                         10
00599      HRM & Career planning                                               10
00600      Job Placement 1, Degree Programme in iTourism                       15
00305      Basic Finnish                                             5
00606      Nordic companies/Swedish                                  5
00605      Nordic project work                                                     5
178        TECHNOLOGY AND DESIGN
00601      Operative systems and commerce                                                    10
00602      Tourism services development                                                      10
00603      Job Placement 2, Degree Programme in iTourism                                     15
154        ELECTIVE STUDIES
00569      Initial test in English                                   0
00310      Intermediate Finnish
00352      Advanced Finnish                                                        5
01048      Basic Italian 2                                                         5
107        THESIS
00344      Thesis                                                                            15
                                                                    60         60            60            30

Annual themes and competences
Study                                                      Extent         Competences
00586            Understanding Service Culture             10             Innovaatio-osaamisen kuvaus
                                                                          (H)
00587            Service process and logic                 10             Reflektio-osaamisen kuvaus (H)
00588            Entrepreneurship in tourism 1             10             Verkosto-osaamisen kuvaus (H)
00589            Academic writing                          5              Eettisen osaamisen kuvaus (H)
00590              Global and local perspectives          10   Globalisaatio-osaamisen
                                                               kuvaus (H)
00591              Tourism as a cultural phenomenon       10   Reflektio-osaamisen kuvaus (O)
00592              Heritage and Authenticity              5    Eettisen osaamisen kuvaus (H)
00593              Art meets tourism                      5    Verkosto-osaamisen kuvaus (O)
00594              Hospitality management                 10   Eettisen osaamisen kuvaus (O)
00595              International trends in tourism        10   Globalisaatio-osaamisen
                                                               kuvaus (O)
00596              Entrepreneurship in tourism 2          10   Innovaatio-osaamisen kuvaus
                                                               (O)
00597              Logistics and tourism                  5    Reflektio-osaamisen kuvaus (Y)
00598              Intercultural communication            10   Globalisaatio-osaamisen
                                                               kuvaus (Y)
00599              HRM & Career planning                  10   Verkosto-osaamisen kuvaus (O)
00600              Job Placement 1, Degree Programme in   15   Verkosto-osaamisen kuvaus (Y)
                   iTourism
00601              Operative systems and commerce         10   Innovaatio-osaamisen kuvaus
                                                               (Y)
00602              Tourism services development           10   Innovaatio-osaamisen kuvaus
                                                               (Y)
00603              Job Placement 2, Degree Programme in   15   Verkosto-osaamisen kuvaus (Y)
                   iTourism
H - Personal competence level
O - Organisational development level
Y - Social reform level
174 THE SERVICE SECTOR AND THE TOURISM INDUSTRY, 35 cr

Description:
This theme is scheduled for the early stages of studies within tourism. Students´ competences in and motivation for,
interactive tourism, for commerce and new service development within tourism, are presented and initially
developed within this theme.

The student will be able to:
• understand services as a trade and tourism as a business
• view services as processes within a system
• learn the basics in entrepreneurship
• acknowledge the logic and the specific features of services
• understand different services cultures
• recognize how customer values, attitudes and beliefs are built in service processes
• comprehend customer and users involvement in tourism service development
• recognize quality and environmental aspects within tourism
• learn how to access information and how to work in projects
• learn how to write academic English

Content:

Overall and general knowledge of the service sector is built within the framework
of tourism with the help of analysis, statistics, public and private operators, government offices, international
organizations and through analyzing articles and reports within this field and trade. Service processes, service logic,
service cultures and entrepreneurship within the field of tourism is practiced and developed in authentic projects.

Learning process:
Motivation for the programme is built and projects tools and information seeking methods are presented. Critical
thinking is encouraged and enhanced through literature studies and circles, in discussions and through group work.
The logic of services involving quality, values and attitudes, is initially developed and built into this theme
interactively with authentic working life operations and partners.
Terminology and various terms are discussed through examples, theory and literature.
The focus within this theme is on the tourism sector, on entrepreneurship,
on the industry as a whole and on tourism services specifically.
Working life integration is part of the studies


00586 Understanding Service Culture, 10 cr

The student is able to:
• understand tourism as an industry, trade and commerce
• analyze and understand the operational environments of tourism
• recognize how services are created in a tourism context
• identify different cultures within the tourism sector
• comprehend cultural differences and their impact on service cultures
• perceive how service cultures develop

Contents of the study unit:
• enhance a practical and theoretical understanding of service cultures
• through terminology and articles
• service cultures from a holistic (managerial) perspective
• service cultures involving users and customers
• the development of successful service cultures
• the acknowledgement of specific treats and characteristics
of services
• tourism services and quality as perceived, evaluated and
valued by customers

Study unit description:
The aim is to analyze operational environments and innovative cultures within tourism with the help of best practice
cases, benchmarking and theory. The aim is to understand basic terminology and to understand service cultures
within tourism from a managerial (holistic) viewpoint, in addition to a users and customer -perspective. The purpose
is to learn about the development of successful service cultures through working life integration, surveys,
benchmarking and theory. Study method: individual portfolio and project-work, theory, terminology and statistical
analysis.

Previous studies:
None.


00587 Service process and logic, 10 cr

The student is able to:
• identify service operations within the travel sector
• recognize trends and understand the impact of trends within services in tourism
• understand how logic is developed within the services generally and
• for tourism, specifically
• comprehend which processes and elements form service-systems
• comprehend how service processes and outcomes can be designed and customized within tourism

Contents of the study unit:
• identify elements in the process of services
• recognize potential for new services through trends
• evaluate commercial values and success within tourism
• perceive how value is co-created together with customers and
• how relationships with customers can be managed and
• maintained

Study unit description:
To reflect, to compare and to understand both the width and the scope of services, as a trade within tourism and as
a process within travel products. The understanding of how the process of services within the tourism industry, is
developed, is exemplified in practice through user aspects and service research.
The understanding of services, through customer value and the involvement of users in development processes are
thus enhanced and developed both through individual portfolio work and through interactive & reflective team-
work.Moreover customer relations, CRM- terms and terminology are
discussed and defined with the help of theory


00588 Entrepreneurship in tourism 1, 10 cr

The student is able to:
• acknowledge the characteristic features of entrepreneurs
• identify market and entrepreneurship/business potential
• learn how to become entrepreneurs (technically and legally)
• understand what it takes to become a successful entrepreneur
• plan operations
• identify customer segments

Contents of the study unit:
• identify potential
• analyze markets and identify segments
• marketing
• make use of networks and involvement in clusters
• make profit and how to profile yourself

Study unit description:
To raise the awareness and interest towards self-employment within tourism for tourism students. The students will
learn where to find information about setting up a own firm, what legal processes and financial risks it involves and
what it takes to become a successful entrepreneur. They learn how to plan and budget their operations, for the
future, how to analyze markets, segments and trends. They learn by interacting with successful entrepreneurs within
tourism, through networking with public and private entrepreneurial organizations,
by benchmarking and through theory

Previous studies:
None.


00589 Academic writing, 5 cr

The student is able to:
• develop their English writing skills
• understand the challenges of academic writing
• use references
• write logically and consistently
• express themselves coherently and clearly

Contents of the study unit:
• learn how to write English academically and
• express themselves professionally
• learn about the use of references
• argumentation

Study unit description:
The aim is to develop students writing skills in English. Furthermore, the purpose is to become more fluent in using
references and in using information, in writing professionally, reports and academic texts. Learning occurs in writing
laboratories, in virtual spaces and in writing workshops

Previous studies:
None.


175 CULTURE AND ART, 20 cr

Description:
If we wish to understand tourism on a deeper level, we need to comprehend tourism through cultures. What is
culture and how are cultures formed?
Which are the cultural drivers within cultures? The aim within this theme is to get acquainted with some of the
cultural drivers and values, geography and history that form cultures. Furthermore the aim is to look at how global
cultural phenomenon become local, how global tourism changes, and how tourism is perceived and produced
locally. Moreover authencity is defined (elective unit) within this theme and discussed through the concept of
heritage. Art phenomenon, such as films, literatures, cultural events etc. are studied and analyzed from a regional
commercial perspective.

The student will be able to:
Cultural awareness is raised and an understanding of differences
among and within cultures are focal within tourism. Students learn in authentic situations in interaction with different
cultures, through
analyzing different types of religions, cultures and practices.
Students create an awareness, respect and understanding of different
cultures through cultural art phenomenon, through heritage and authencity,
through global and local perspectives, through history and geography, and
through the acknowledgement of cultural values and drivers. The impact on tourism from an economic, regional
development, employment and sustainability point of view are, furthermore, raised within this theme.

Content:
• understand and identify different cultures through ethnographic studies
involving observation and field work
• identify and acknowledge some drivers that form cultures
• learn about different cultures (Asia, Russia)
• acknowledge the most important world religions
• identify how cultures affect behaviour and consumption
• acknowledge how regions and areas are and can be affected, promoted, developed and exploited by cultural
heritage, fine art, music and films

Learning process:
Students learn about cultural drivers through field work, interaction, observation religion and films. Students become
aware of cultural drivers and of the impact that cultural tourism have on local areas and on sustainability,
employment, regional development and the economy.
Art phenomenon and cultural tourism are elaborated upon not only
from the point of view of individual tourists experiences, but also from
a regional economical and employment point of view. The underlying patterns and drivers that steer and shape
cultural drivers within cultures are analyzed, in order to understand behaviour and art related tourism consumption.


00590 Global and local perspectives, 10 cr

The student is able to:
• recognize the conceptual differences between global and local
• acknowledge how global ideas become local within tourism
• identify global impact on local industry
• acknowledge hindrances, barriers and drivers for local consumption
• perceive how attitudes, values and beliefs shape cultures
• recognize some cultures (Asia, Russia)
• identify the most important world religions

Contents of the study unit:
• understand conceptions, terms and terminology
• comprehend global cultures and
• local perspectives
• analyze global phenomenon and
• local implementations
• identify the process in between and
• become acquainted with some religions and cultures

Study unit description:
The aim is to understand the cultural drivers that form, shape and determine cultures, services, consumption,
processes, local behaviour, global attitudes and people, through religion and cultural awareness.
The idea is to become acquainted with the most important world religions and some of the most important world
cultures (Asia and Russia). Students learn about how global perspectives become local within the tourism industry
through theory, local and global interaction, cases and literature.

Previous studies:
Understanding Service Culture
Service process & logic


00591 Tourism as a cultural phenomenon, 10 cr

The student is able to:
• identify what culture is
• perceive which the elements, that constitute cultures, are
• evaluate how the elements are important from the point of view of tourism
• analyze how and why cultural drivers have an impact on tourism
• discuss how different cultures affect services and
• identify various cultural phenomen

Contents of the study unit:
• comprehend cultures on a daily, authentic level
• through history
• people and
• geography through
• storytelling, remembering, films
• observation and
• literature

Study unit description:
The aim is to learn what cultures are and which elements form cultures.
The idea is to become acquainted with cultural phenomenon through history people and geography. The students
learn through becoming integrated and involved in different cultural phenomenon. They learn about authencity
through interaction and involvement, through storytelling, remembering and through literature studies. The students
learn in practice about cultural phenomenon, in development processes, with partners and actors.

Previous studies:
Global and local perspectives.


00592 Heritage and Authenticity, 5 cr

The student is able to:
• identify the terminology of heritage and authencity
• acknowledge how world heritage is preserved
• understand how and why heritage is consumed
• and produced
• identify the world heritage sites and their importance and
• impact on regions

Contents of the study unit:
• what is the role of world heritage within tourism
• from the point of view of tourism management
• marketing, identity and regional development
• employment and economy
• how are cultural attractions interpreted by customers
• what is the role of authencity and those of
• local tradition, myths and stories
• how is tourism developed, consumed and sustainability ensured in and around places of heritage

Study unit description:
Students learn about heritage and authencity from the point of view of tourism management, sustainability, ethics,
marketing, regional development and economy. Heritage is discussed and elaborated also from the point of view of
interpretation of cultural attractions. The aim is to learn about authencity in a world heritage framework. Moreover,
the purpose is to experience how world heritage in practice affects tourism. Students learn through case work,films,
myths, stories, books, of and within sites..

Previous studies:
Global and local perspectives
Tourism as a cultural phenomenon


00593 Art meets tourism, 5 cr

The student is able to:
acknowledge how phenomenon within the film industry, within literature, novels, TV-programs, music and fine art
affect tourism
• look at these aspects from a regional development, economic and
• employment point of view
• perceive how tourism can benefit from art phenomenon
• recognize the risks and downsides that art-related tourism involves, e.g.
• sustainability
• to identify and acknowledge the impact that art related tourism may have on regional development, economy and
employment
• to recognize the most important cases within this field
• to learn from these cases
• to create and develop tourism products within art projects
• to identify customer value within art related tourism

Contents of the study unit:
Students learn through involvement in art events, through benchmarking best cases, case-study and practices,
through involvement in art events and/or productions, through literature search, seminars, research and through the
creation of tourism products within art projects.

Previous studies:
Global and local perspectives and Tourism as a cultural phenomenon.


176 BUSINESS ENVIRONMENTS AND OPERATIONS, 30 cr

Description:
Students learn what international trade within tourism is and how travel businesses perform successfully on a global
market. They become acquainted with tourism and hospitality management with the help of basic human resource
management theories and tools, with examples from the sector and field of tourism, through statistics, reports,
articles and journals. They deepen their skills in entrepreneurship and become acquainted with business logistics
within tourism.

The student will be able to:
Students become aware of commercial issues and the huge potential that the
travel industry offers, for entrepreneurs, and for global actors with the help of clusters and networks. Development is
pursued within the field of tourism, in partnership with regional entrepreneurs, as well as with large service
operators. Social corporate responsibility, ethics, environmental issues and dynamism within the industry is
discussed and elaborated upon both in literature circles as well as in seminars, through analysis and in laboratories.

Content:
• figure out the basics of accounting and profitability
• financing, statistics and marketing
• develop an ethical awareness in business
• acknowledge issues related to safety, innovations and sustainability
• recognize business networks, cluster formations
• develop their skills not only in sales, branding and service design

Learning process:
Students become involved and integrated into business operations within tourism. They analyze markets, trends
and potential with the help of analyzing methods and practices. They learn how to make a strategic, an operative
business plan, a marketing plan and a budget. Students become acquainted in calculation, i.e. how to calculate
prices for services,
in the basic logistics processes, in how to read financial statements and reports and in how to communicate
effectively with the market.
Students become involved in operations and aspects of commercializing
services, from an entrepreneurial and value creation perspective. They become acquainted with open systems and
user perspectives in product development processes.


00594 Hospitality management, 10 cr

The student is able to:
• perceive the role and
• function of management
• within the service sector
• quality and value
• holistic & strategic
• basic HRM (Human Resource Management) theories
Contents of the study unit:
• identify managerial tasks
• acknowledge operational environments & systems
• understand basic strategic tools & frameworks
• perceive some operational means and functions
• evaluation & efficiency, motivation and satisfactions

Study unit description:
How can managerial processes motivate staff within tourism to perform?
What tools and processes, systems and awards have been created within the sector in order to support and
evaluate efficiency, management success and processes, value creation in addition to employment
motivation & satisfaction. What is the role of ethics? Basic HR (human resource) and management theories are
elaborated upon together with management. Initial understanding for managerial competencies, demand and
qualifications are developed through project work and by recognizing tools and models that are used within the
tourism industry in order to measure e.g. efficiency among employers and perceived value among customers.
Ethical issues are reflected upon and studied.

Previous studies:
Creating a Service Culture
Service process & logic


00595 International trends in tourism, 10 cr

The student is able to:
• to understand the impact on globalization, involving both legal and
environmental aspects related to tourism
• recognize how megatrends develop
• how services can be designed with the help of trends
• comprehend how open innovations, networks and cluster are formed and
• managed
• acknowledge issues related to tourism and safety, fair trade & sustainability
• identify the basics and critical incidents in economy and business performance

Contents of the study unit:
• students learn through studying trends
• involving potential demand and future research
• awareness and attitude is shaped towards a
• business orientation perspective and
• towards commercial competence within tourism

Study unit description:
Students become aware of megatrends and international trends within tourism through future research. They
become aware of trends within other fields and industries. Students recognize the relation and impact that cross-
scientific trends have on tourism. They become aware of how trends change and how they affect tourism on a global
level. They become aware of threats related to tourism, such as terrorism, exploitation and safety. They learn about
fair trade and about international business, hinders and possibilities, legislations and organizations.


00596 Entrepreneurship in tourism 2, 10 cr

The student is able to:
• analyze markets and segments
• evaluate business potential
• identify different market segments
• benefit from trends
• calculate costs, sales and profitability
• make budgets and plan operations
• marketing and sales
Contents of the study unit:
• the evaluation of business potential
• the set up of a firm
• legal aspects
• innovative practices and processes
• user based services
• idea markets

Study unit description:
Students deepen their awareness and knowledge on entrepreneurship.
They learn through the making of their own business plan, through benchmarking successful tourism enterprises,
through comparing and analyzing, through practice, in partnership together with public and private organizations
involved in entrepreneurship. They learn about the legal process for entrepreneurship and for service innovations.
They become professionals in how to sell and communicate their ideas. Creativity is enhanced. Idea markets are
formed and learning occurs in workshops and open source environments.

Previous studies:
Entrepreneurship in tourism 1


00597 Logistics and tourism, 5 cr

The student is able to:
• identify means of transportation within tourism
• become acquainted with their operations
• identify logistical processes in transportation
• acknowledge how prices are formed within transportation
• reduce cost and maximize effectiveness

Contents of the study unit:
• recognize transportation costs
• identify the elements that form costs
• understand the impact that e.g. labour and raw material have on cost formation and on pricing

Study unit description:
The aim is to learn about logistical processes within transportation, about operators and their pricing policy, within
the field of tourism. The idea is to learn about chains and processes that affect pricing, competitiveness, margins
and return on investments for travel operators.
The purpose is to become acquainted with price formations and on how raw material and labour affect cost and
pricing. The examples are within transportation.


177 COMMUNICATION & TOURISM COMPETENCE, 45 cr

Description:
Interactive skills are developed not only on an individual, team and organizational level, but also from the viewpoint
of the market. Students learn about the impact that market communication have on people and on commerce, on
sales, marketing and on results.
They learn about social skills, about profiles and personalities, about attitudes and values. The theme enhances
students intercultural and multicultural social skills, sensitivity and mutual respect.

The student will be able to:
Students thus become smooth in presenting themselves, their projects and works in various contexts, in various
cultures and contexts, and for various audiences. They learn within their groups, in class, in real life
projects and through working life experiences, in social communities, both writing and speech. Intercultural and
multicultural communication is stressed and developed through the multicultural background of the students within
the international, English speaking community and programme of tourism. Sales and market performance skills, in
addition to sales and marketing material are moreover enhanced, trained and produced with the help of exercises
and technology.
Learning process:
Students learn through integration within their multicultural group of students. They learn through presentations for
and within the tourism industry. They learn through integration with the labour market. They learn in multi-scientific
groups and projects. Social skills, social competence and market communication skills are thus experienced,
trained, smoothened, developed and lived.


00598 Intercultural communication, 10 cr

The student is able to:
• to interact in various situations, smoothly and securely
• to work in pairs and teams
• to analyze group dynamism
• to work out difficulties and disagreements within groups
• to acknowledge and use social communities
• to recognize social clusters and social networks within tourism
• to express themselves professionally both in writing and verbally

Contents of the study unit:
• acknowledge cultural differences involving different social practices
• develop respect towards ethnicity and different types of people
• enhance social skills and competence
• develop multicultural and intercultural competences
• enhance safety and security in communication through
• understanding ethnic minorities and difference
• produce effective marketing and sales material

Study unit description:
The aim is to make the students smooth in intercultural communication.
The idea is to make students feel safe and secure in multicultural environments. Students thus learn how to respect
ethnicity, cultural differences and differences in social practices, from a marketing and sales point of view. Students
learn through practice, through working life integrations, through participation & productions, through video
conferences etc. They learn by involvement in social communities and international networks. Students learn how to
communicate efficiently and they learn both in practice and in theory how to be successful and professional in
intercultural contexts within different markets.

Previous studies:
Basic Finnish


00599 HRM & Career planning, 10 cr

The student is able to:
• communicate and present themselves creatively, effectively, argumentatively and clearly, in writing (CV) and in
speech
• identify job markets locally, nationally and globally
• “sell” themselves, their expertise, personality, attitude, knowing and knowledge within tourism
• enhance their job-hunting and job-finding skills
• recognize what job-offering services and systems are available
• acknowledge the rules, restrictions, guidelines and regulations that exist and guide employment in Finland and on
a global market.

Contents of the study unit:
• to acknowledge with the help of Human Resource (HR) – theories
career related theory
• acknowledge how to plan, pursue and enhance a career
• recognize good employee and employability skills
• identify good work places
• recognize job hunting services as a trade within tourism
Study unit description:
Students will learn how to write a successful CV. They will learn how to present their skills. They will train and film,
analyze and study interview situations. They will learn about themselves, learn how to be critical and analyze
themselves, through videos and tapes. They will learn about psychological tests, profiles and systems related to
careers, status and positions. They will learn how to plan and position themselves within the industry in order to be
successful on the job market.


00600 Job Placement 1, Degree Programme in iTourism, 15 cr

The student is able to:
• experience and train their skills in practice
• analyze the operational environment of the operator
• study the operations of the operator
• participate, interact, develop and be involved, in practice

Contents of the study unit:
• to be fully integrated and involved in tourism
• to learn through practice within an operator in the field
• to learn about its context and
• its operations and about
• the environment

Study unit description:
Students develop their skills in practice. The aim is that the student becomes fully integrated into working life within
tourism for a period of ten (10) weeks. The purpose is that the student is able to analyze the operational field,
environment and sector in which the operator acts, performs and interacts. The idea is to learn through integration,
involvement and through practice. Individual portfolio work and reporting and self-evaluation through the use of
social communities.

Previous studies:
at least 60 credits of studies


00305 Basic Finnish, 5 cr

The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations

Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation

Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.


00606 Nordic companies/Swedish, 5 cr

The student is able to:
• enhance their understanding of Swedish through Nordic tourism
• become aquainted with successful Nordic companies within tourism
• identify Nordic tourism networks and organizations
• recognize Nordic tourism magazines and trade fairs
• develop their interest for Nordic tourism
Contents of the study unit:
• the unit develops an interest for Swedish through Nordic tourism

Study unit description:
Seminars and active team-work learning with the help of Nordic organizations, magazines, fairs and companies.


00605 Nordic project work, 5 cr

The student is able to:
• identify the terminology of Nordic tourism
• acknowledge the key players within Nordic tourism
• operate in networks
• communicate both in writing and verbally

Contents of the study unit:
• what is the role of Scandinavia within tourism
• from the point of view of projects and
• marketing
• employment and economy
• how are Nordic attractions interpreted by travellers
• what is the role of authencity and that of
• local tradition, myths and stories

Study unit description:
Students deepen their knowledge on Nordic tourism through project work.
They learn about Nordic aims, strategies, research and management.
They learn about regional development and about Nordic economy from the
point of view of tourism, through magazines, publications, reports and
strategies. Students learn through case work, in Nordic projects.


178 TECHNOLOGY AND DESIGN, 35 cr

Description:
Technology is important for tourism, not only from the point of view of effectiveness and self-service, but also from a
communication, usability and design point of view involving availability, accessibility, performance, customization,
smoothness, attractiveness, i.e. aesthetical aspects & intuitiveness. The amount of trade conducted electronically
has grown dramatically since the spread of the Internet. The impact on digital services has increased since, the so
called digitalization.
E-commerce involves sales, bookings, invoicing, ticketing and digital services. Electronic commerce consists of the
buying and selling of products or services over e-systems such as the Internet and other computer networks.
Students will learn about the development and innovations in this field and will be involved in processes, such as
electronic funds transfer, supply chain management, Internet marketing, electronic data interchange, online data
processing etc. The students hence become acquainted and involved in e- processes and digital services, the
possibilities, development, innovations and options through projects, involving electronic and interactive -tourism.

The student will be able to:
Open source environment, open learning environments and user based technology and design offer huge
possibilities for the trade of tourism. Within this theme innovative user based services are created for the future
tourism industry together with and for operators. Digital services and mobile technology, virtual devices and
navigation maps, multisensoric tools, innovation platforms, portals, interactive blogs, social communities and books,
videos, digital photos etc. offer huge possibilities for customized, user-based and innovative practices and services,
for service design and branding, for market communication, for sales and for advertising.

Content:
• learn about the latest trends, developments and prospects within technology related to tourism
• recognize possibilities with the help of information technology
• plan and developed services with the help of digital information technology
• design processes with the help of digital services
• customize services through a user based approach and technology

Learning process:
Students learn and become aware of the prospects and possibilities that modern and future technology can offer for
the trade of services, for tourism, for entrepreneurs, for tourists and for the industry. They learn in working life
integrated projects in practice, through planning with the help of and together with users.


00601 Operative systems and commerce, 10 cr

The student is able to:
• recognize and identify the most common reservation systems within the travel industry
• understand and learn how reservation systems operate
• identify their internal differences from the viewpoint of e-commerce
• recognize their tasks and level of performance
• learn some basics operating skills

Contents of the study unit:
• to acknowledge which systems are available for who within the tourism industry
• learn some basics skills within a reservation system
• recognize the impact, difference and strength of various operating reservation systems that serve travellers, the
industry and tourism operators on various levels

Study unit description:
It is important to become aware of how travel operators act and make use of operative systems on a daily basis.
Students thus, in practice, become aware of how to book trips for individuals and for groups, luggage and pets,
special food etc. with the help of e-commerce.
They learn about different categories, seats and sleepers, extra luggage and the basis for price categories, pricing,
rules and restrictions. Students learn through doing, experimenting and experiencing within the world of e-operating
reservation and operative systems.

Previous studies:
120 credits


00602 Tourism services development, 10 cr

The student is able to:
•identify open source environments and
• create a user based view
• develop services together with users with the help of information technology
• enhance innovativeness and smoothness in e.g.
• customized processes through
• service design

Contents of the study unit:
• identify possibilities that digital technology offers for tourists and
• for the market
• for operators and
• for the industry
• develop services for operators within the industry

Study unit description:
Students are integrated into working life product development projects and thus become part of product
development processes, including branding, social determinants and market segments, customized services and
service design within the tourism industry. They become aware of different types of consumer behaviour and
segmentation through consumer research. They understand how customers and users are involved in new service
development and how consumers are affected by e.g. trends. Students develop their service business development
skills further by analyzing demand and by foreseeing market potential. Commercialization of ideas, innovativeness
and creativity is learned through participation in open innovation processes, in authentic development situations,
together with working life partners.


00603 Job Placement 2, Degree Programme in iTourism, 15 cr

The student is able to:
• deepen their skills within tourism
• practice together with professionals
• analyze and reflect on their own performance
• learn from others
• network within the field

Contents of the study unit:
• learning with professionals in
• through everyday work in
• various situations
• with customers and
• through planning

Study unit description:
The aim is that students get the opportunity to learn from professionals together with customers, in interactive
processes. The purpose is that
student is able to reflect upon and evaluate her own performance critically, both in writing and speech. The idea is
that the student is involved in customer interactions and learns about customer relations in practice. The student is
able to act professionally and correctly in all situations involving operations and customers


154 ELECTIVE STUDIES, 0 cr

Description:
Students use elective studies to deepen and broaden their competence in various themes and generic
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.
Students learn to analyse and develop their leadership competence and to work as experts. Also students learn to
manage work groups and networks in line with a strategy. They can build and develop competences and skills with
a basis in applied research and development. They will recognise business opportunities in a business operating
environment. They will be able to create a business model suitable for the business idea and to set up a business.
They can design innovative products and/or services and commercialise them.

The student will be able to:
 ethically and productively manage work communities and networks
 manage and develop competence
 evaluate, lead and develop teamwork
 promote creativity in a work community
 manage and develop multicultural work-related communication
 act as developers in data network implementation, processes and management
 responsibly develop their data network competence in diverse operating environments
 determine the performance and service level requirements for a data network
 describe the operation and network structures of a system
 understand the cultural impact in marketing
 assess their own possibilities to become an entrepreneur
 analyse the opportunities in the business operating environment

Content:
The electives are common course pool offered in the degree programme. Students are free to choose any offered
courses to compensate their elective credits required during degree programme. Students use elective studies to
deepen and broaden their competence in professional and generic competences. Students should choose study
units to align the content of their studies with their own personal interests and career objectives.

Learning process:
The learning process is based on Laurea's learning model - Learning by Developing(LbD), action and applied
reseach methods. Laurea's common elective course pool have variety of offering to align the content of students'
studies.


00569 Initial test in English, 0 cr

The student is able to:
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. 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

Previous studies:
The initial Swedish and English tests for all new students will take place in the beginning of studies.


00310 Intermediate Finnish, 5 cr

The student is able to:
• communicate in simple situations and routine tasks
• write simple texts
• understand the main points in messages and Finnish speech at normal speed about familiar subjects.

Contents of the study unit:
• everyday life, work, studying, daily and weekly routines
• everyday situations (shopping for food & clothes, going to a restaurant, etc.)
• grammar (e.g. past tense, local cases, question words, words describing time)

Study unit description:
Students will deepen their knowledge of the basics of the Finnish language and culture in order to reach level A2 in
accordance with the Common European Framework.


00352 Advanced Finnish, 5 cr

The student is able to:
• communicate in more formal situations
• develop her/his Finnish skills for work-related purposes

Contents of the study unit:
• vocabulary relating to studying and working life
• grammar (all tenses, adjective comparison etc.)

Study unit description:
The course will develop the students’ Finnish language skills for professional purposes in order to reach level B1
according to the Common European Framework.

Previous studies:
The course mainly concentrates on developing communication skills (speaking and understanding Finnish). Grading
is based on an oral exam, a written exam, and attendance and activeness during teaching.



01048 Basic Italian 2, 5 cr

The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken

Study unit description:
Students attain skill level A2 as defined in the Common European Framework.


107 THESIS, 15 cr

Description:
• present justified proposals for developing business operations
• conceptualise business phenomena on the basis of existing research
• use suitable research and development methods to produce new knowledge
• work in an interactive and responsible manner in development projects with businesses and other partners
• critically analyse their own performance and solutions
• master larger entities
• present things in a logical and justified manner

The student will be able to:
In professional growth the theme forms part of deepening professional competences.

Content:
At a University of Applied Sciences, the thesis is part of research and development serving students’ professional
growth, businesses and regional development. Theses develop business practices and may produce significant
innovations.

The basis for theses is a need for development. Writing a thesis means interaction with a workplace and adopting
an investigative and development-oriented approach to work. The emphasis in the theses is on describing and
analysing target-oriented performance and its results. Theses contain information describing businesses, existing
research findings and new result data.

The theme includes a maturity test, in which students demonstrate that they have mastered the topic and the
language.
Content

• getting acquainted with the thesis process and development project, topic selection
• research plan describing the background and objectives, essential research information on the topic, research and
development methods used and implementation plan
• thesis implementation
• reporting and presentation
• maturity test


00344 Thesis, 15 cr

The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in development projects, applying the methods of Learning by Development and R&D, as well as
producing new competence and innovations
• develop work in the field and his/her own competence through critical evaluation and by generating new
information as a welfare expert
• participate in a partnership network
• work effectively in a team and act as an opinion leader in a community of experts
• evaluate his/her own and others’ competence, work and results in accordance with development objectives
• use the tools and methods of applied R&D in development work
• carry out and report on an objective-oriented development project
• complete the maturity test

Contents of the study unit:
• determining development needs
• creating a context and knowledge base
• planning, implementing and evaluating the development process
• designing a thesis
• thesis plan
• applying methods to projects
• working in a shared expertise group
• network leadership and development
• generating new data and sharing results
• publishing a thesis
• maturity test

Study unit description:
The study unit concentrates on the students’ activities in work development projects, where they investigate,
develop and generate new data. They also learn to recognise and evaluate achieved competence. The study unit
starts by the student joining a development project where he/she can progress according to the thesis plan and fulfil
his/her personal study plan.
The study unit forms an objective-oriented development project, where the competence gained is that of a developer
using investigative research methods. The object of competence development is determined for each cluster by
Laurea’s research and development policy. The study unit results in the student publishing a thesis and completing
a maturity test.