Opetussuunnitelma 2011 – MFA11SN (suomeksi)

Näytä tekstiversio

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Facility Management, MFA11SN

Learning concept at Laurea

Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.

Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.

Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.

Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.

Learning environments

The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through 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. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.

The student's role and responsibility in learning

In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea

The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.

Structure of the curriculum

Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.

Table 1. National generic Competences (Arene 2010)

Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field

Competence evaluation

Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.

Table 2. Evaluation criteria for initial stage and graduation stage students

BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS

EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.

BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS

GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
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
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 principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS

SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.

Degree programme's quality evaluation and development

The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area

Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, 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 first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.

Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
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 targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html

Global challenges and sustainable development in the curricula

The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi

Operating environment

Facility management (toimitilajohtaminen in Finnish) is an integrated process to support and improve the
effectiveness of the primary activities of an organisation by the management and delivery of agreed support
services. According to the European standard (prEN 15221), the structure and scope of facility services comprise 1.
space and infrastructure, and 2. people and organisation. Space and infrastructure involves: demand for space;
demand for technical infrastructure; demand for cleaning; demand related to outdoor space; workplace related
demand; and specific demand related to space and infrastructure. People and organisation involves: demand for
health, safety and security; hospitality demand; demand for information and communication; demand for logistics;
demand for integrated management, consultancy and administrative support; and finally, specific demands of the
organisation. According to the Services 2020 – Competences in the International Service Society report, the main
future challenges facing facility services are globalisation, technological development, digitisation, networking and
aging.

Globalisation and technological development

Facility services can be called a mostly domestic sector, because most properties are tied to a specific location. The
effect of globalisation on the sector is mainly indirect, for instance in the form of the internationalisation of company
shareholders and in the entry of new operators and service providers into the market. According to forecasts, more
and more foreign owners and multinational corporations will enter the field in Finland, increasing foreign ownership
of facilities. At the same time, large Finnish companies are expanding to Europe and beyond.

Thanks to this expansion and internationalisation, operating models are becoming standardised. This increases the
race to improve cost-efficiency. Most of the operators in the sector are small businesses, but there are also
international corporations. The latter in particular have an effective and broad impact on exporting Finnish product
development and IT solutions. In the future, many companies will have customers all around the world. Similarly,
Finnish customers will acquire services from companies in neighbouring areas. International ownership and service
offerings also result in process and system innovations.
In addition to changes in ownership, there have been changes in the concepts of cleanliness and hygiene. Finnish
cleaning competence in areas such as cleaning equipment, detergents and practices are ever easier to export to
other cultures. An increasing number of hospitality service customers require not only good prices and quality, but
also safe, healthy and ethically produced catering services.
Work communities are multicultural. Employees and customers may represent several different nationalities. In
facility management services, especially in cleaning, maintenance of outdoor areas, machine work and technical
tasks, the proportion of employees and managers from foreign backgrounds is growing.

Technological development and digitisation
The use of technology plays a significant role in increasing the productivity of facility management operations.
Global operations management and supervision are now possible thanks to new technology. In facility management,
technical solutions can be used to control heating, lighting, air condition and other similar functions. Work orders are
made and confirmed electronically. Technological development provides opportunities for continuous market
monitoring, and for finding, investigating and piloting new solutions. The use of technology harmonises service
processes and changes the way companies interact with customers in shared networks. Thanks to technology we
can create new kinds of services and support functions. Some services become automated. Most business takes
place online and all property-related data is in digital format.
In cleaning services, some areas of development are standardisation of cleaning quality, equipment and machinery,
and quality measurement devices. The aims are to lighten the load of cleaning work, to develop quality assurance
practices and to improve customer service. As cleaning becomes more technical, more competence is needed,
which places an emphasis on the quality, professionalism and expertise of managerial work. In catering services,
technology is increasingly used in ordering, production and logistics, and in mapping the diverse needs of customers.
Technological competence involves not only basic IT skills and interest, but also innovation ability, subcontracting
competence and an understanding of the use of digital services and their opportunities. Also required is the ability to
operate in virtual environments, utilise virtual networks and analyse data.

Networking and aging of the population

Networking between small and medium-sized businesses increases their ability to focus on core functions and
competence, which modifies the competence and scope of service providers' work specifications. This leads to new
service concepts that can be produced internally or through the network in the field. Support functions can be
outsourced when necessary, which will increase the need for facility management competence in the future. Facility
services and their management in diverse ways will be standardised. Subcontracting will be common and the
procedures for choosing suppliers will be developed. Partnership models can be improved further, for example by
increasing cooperation in customer relationship management and supply chains. Companies in the hospitality sector
will become more similar to companies offering facility management, cleaning and security service in order to offer
total service packages to businesses and institutions.

The aging of the population will create significant customer potential within cleaning and catering services. In human
resource management, challenges will include managing a multicultural workforce and age management. Aging will
affect the future of the facility service market in four ways: the population becomes older; properties become older;
customers' staff become older; and the facility management companies' own staff become older. The aging of the
population leads to an increase in service demand, which means that more diversity of services is called for. The
aging of customers means that services must be increasingly personalised. The aging of properties leads to an
increased need for renovation. As aging employees retire, the sector will need new workers. Meanwhile, the
customers' own staff will age quicker than average, especially in the municipal sector. In future, a significant number
of immigrants will work in facility management. They will make work environments multicultural and bring about
changes in practices.

Expertise

In the field of Facility Management, the need for multiple skilled professionals is increasing. The expertise of a
Bachelor of Hospitality Management (Restonomi (AMK) is composed of multiple disciplines. At Laurea SID
Leppävaara, the Degree Programme in Facility Management focuses on management of facility services, especially
cleaning and catering services. Moreover, students can enhance their competence in other Laurea SID Leppävaara
studies, e.g. security services, service business management, and business information management.

In addition to professional knowledge, skills, and competencies, values, attitudes, critical thinking, problem solving,
flexible and integrated operations, and communication in a multicultural work community are essential in facility
management jobs. Moreover, social responsibility and sustainability are emphasised. Skills in human resource
management and knowledge of diversity management are essential for managing multicultural organisations. The
necessary skills in Finnish language needed to work in Finland will be a point of focus during the studies to enhance
employability.
Students gain understanding of the role of strategic decisions and the impact of the decisions on service processes.
They learn to focus on customer-oriented service development and to use appropriate development-oriented
research methods. According to Eteläpelto and Tynjälä (2005), the work of an expert consists of a progressive
problem-solving process. An expert continuously redefines his tasks and actions. An expert does not become set in
his/her ways after solving a problem but always aims to take the solution to an even higher level. Working at the
higher ranges of his competence, the expert continuously learns new things and increases his expertise. Defining
expertise as a process produces continuously developing know-how, possessed not only by individuals but also by
teams, work groups and the entire community. A progressive problem-solving process is also a process of
continuous learning, because learning is the central element of expertise. Expertise implies constant self-reflection
and learning through various situations.

Fields of expertise

The fields of expertise emphasised in the Degree Programme in Facility Management are skills in service culture,
service business, diversity management and research, development and innovation. Service culture expertise is
linked to knowledge of the industry, marketing and producing facility management services, managing quality,
sustainable development, and a multicultural and multi-skilled orientation in producing facility services.

Service business expertise is apparent as a holistic view of business environments. The students’ expertise consists
of managing value-creating customer-oriented services and operations; understanding consumer and b-to-b
customer behaviour; creating new service concepts; networking; communications; financing and management
accounting; and entrepreneurship. Strategic thinking and decision-making skills in unpredicted situations are
essential, as are skills in evaluating business performance. Other essential skills lie in acting responsibly,
ecologically and reliably. The students have opportunities for building their networks during job placement periods
and for finding a partnering company for the bachelor’s thesis.

Diversity management expertise refers to the management of people and operations. Managing people is related to
human resource management and to the ability to operate in international and multicultural organisations and
diverse learning environments. Management of operations includes e.g. services, production, customers,
procurement, networking, financing and communication. Language skills encompass the necessary communication
competence for work and professional development in the field. Understanding the principles of group work and
teamwork in multidisciplinary groups is essential for self-management and team leadership.
Research, development and innovation expertise relates to identifying development problems and needs, and
solving them creatively by using various research and development methods. Students learn to create innovations
through service design and user-driven R&D methods. Students have the necessary skills for applying research
data and work methods from the field to new and changing situations. Moreover, their expertise develops through
project management, authentic development projects for employers, and the bachelor’s thesis. Through elective
studies, students can deepen their professional growth based on their personal study plan (HOPS).

Laurea SID Leppävaara as a Learning Environment
Laurea's strategic intent for 2015 is to be an internationally recognised university of applied sciences specialising in
future competence and metropolitan development. Laurea SID Leppävaara's profile is to fulfil this strategy by
directing its competence towards reforming services through service design. SID refers to Service Innovation and
Design.
SID means user-driver innovation, development and planning of services to ensure that the services respond to the
needs of users as well as the business targets and other aims of the service provider. SID is a cross-disciplinary,
practically oriented and applied method that combines business, design and ICT competence. SID competence
relates to systematically completing change processes, implementing new models and creating new kinds of
business. Leppävaara SID's broad areas of focus are service business, security and social responsibility. In the
Degree Programme in Facility Management, SID is evident in the production of integrated facility services, and their
user-driven management and development. The studies emphasise diversity management, entrepreneurship,
service process development, development of the service business in the sector and close cooperation with labour
market partners.
Laurea SID Leppävaara is a strong hub of research, development and innovation (RD&I) competence. The
extensive RD&I project cluster at the Leppävaara campus forms a platform for Learning by Developing (LbD). The
campus participates in many expert groupings, including centre of expertise efforts, strategic top expertise hubs and
individual organisations. Projects form a challenging and genuine objective for students, while improving their R&D
competence. The Spinno Enterprise Center, which supports the growth of student and growth entrepreneurship,
forms a natural continuation of the R&D activities of the campus.
As an operator in the metropolitan area, Laurea's R&D efforts are ever more strongly oriented towards international
partnerships. The campus offers degree programmes in English. In addition, each degree programme in Finnish
includes a semester in English. Laurea SID Leppävaara is a multicultural work and study environment. All those who
work and study at Laurea SID Leppävaara have opportunities to participate in international networks in various
professional capacities. International R&D projects expand the operating environment and enrich learning. Project
work opens doors to international value networks, areas of top innovation and the transfer of competence to form a
learning platform, and generates recognised and productive RD&I.

In the Degree Programme in Facility Management, students increase their competence through four annual themes.
They are Initiation of Professional Growth, Development of Core Competences in the Field, Deepening Professional
Competence and Workplace Development and Renewal. Each annual theme is described below in relation to
general aspects, studies, teaching and learning outcomes.

Initiation of Professional Growth
* This is a stage of orientation and motivation to study, and familiarisation with the service business.
* The objectives of the studies are specified and students consider questions related to their professional identity.
* In teaching, both development-based learning and familiarizing the tasks as well as professions in the service
sectot are focused on.
* Students acquire competence and credits.
Development of Core Competencies in the Field
* This is the experimental stage of development-based learning in the various service business operating
environments and tasks.
* Students can build their professional identities by trying out and considering various career choices in the sector.
* The focus of teaching is on linking development-based learning to various professional tasks in service business.
* The experiences students receive of the service business reinforce their professional identity and the progress of
their studies.

Deepening Professional Competence
* This is the stage at which the area of specialisation within the service business is specified.
* The area of specialisation is defined and core competence deepens through studies and job placement based
experiences.
* Teaching focuses on deepening development competence and applying it to developing the service business.
* The studies produce and increase workplace development competence and students gain credits.
Workplace Development and Renewal
* This is the stage of development and innovation competence becoming established in problem-solving.
* The studies prepare students to adopt innovative and development-focused approach in work methods and to
operate as independent entrepreneurs.
* The teaching encourages independence and creativity, as well as lifelong learning while operating in changing
service business networks.
* The studies produce innovative development professionals for expert positions in service business.

Description of the Degree Programme
Studies in Facility Management are offered at Laurea SID Leppävaara. The Degree Programme in Facility
Management focuses on planning, producing and developing integrated facility management services that support
customers’ core services on their premises. Students achieve skills and competence in space and infrastructure
management (e.g. cleaning, outdoor space, workplace), as well as in people and organisation management (e.g.
hospitality and health, personal safety and security, demand for logistics, human resource services, project
management, work legislation, training and development). This will enable them to work as executives and experts
in organising, managing and leading outsourced or in-house services in private and public organisations (e.g.
kindergartens, schools, universities, hotels, offices, hospitals, factories, transportation, private homes) and in NGOs.

The studies take place in a multicultural atmosphere, as the students come from different countries. There is a focus
on acquiring the necessary skills in Finnish language to enhance employability in the Finnish markets. Students will
create their own networks with facility management companies in the private and/or public sectors, enhance their
networks during job placement periods and deepen their expertise through the bachelor’s thesis. The degree title
earned is Restonomi (AMK), Bachelor of Hospitality Management.
In the beginning of the studies, the students gain skills and knowledge in studying according to the LbD model.
Learning by Developing (LbD) is applied in the studies. It is a pedagogical innovation by Laurea, in which the
learning process is redefined as a research and development process. It means that creative learning is based on
authenticity, research and encounters. In the model, the tasks of the university of applied sciences in education,
regional development and research and development are incorporated into one process producing new
competences and knowledge.

Basic studies are offered to familiarise students with the sector and its operating environment, the main operating
models in the field, and the multicultural and international learning environment at Laurea SID Leppävaara. The
Initiation of Professional Growth annual theme provides skills in acting like a higher education student, responsibly
and as part of teams and networks. Student initiates the research-oriented way of thinking and activities by means
of explorative and development-oriented working methods and learns to take responsibility for his/her own decisions
by justifying them. The basic studies also provide students with the most important IT skills, which will then be
honed as their studies progress. Students learn the basic principles of verbal and written communication in English
and Finnish/Swedish. Their professional growth begins with the creation of a personal study plan. Students build
their own learning programme by choosing elective studies from within or outside their own degree programme.

During the professional studies, students develop into experts in facility management . Business know-how is
evident as the ability to take business factors into account comprehensively as a part of service operations. In the
Development of Core Competences annual theme, students increase the service competence needed in the field.
They learn to act as experts in their chosen area of specialisation in the facility management field. The Deepening
Professional Competence annual theme familiarises students with service design using SID (Service Innovation
Design) methods, facility design, environmental responsibility and studies according to the personal study plan.
During job placements, students increase their ability to develop facility management services and to work in
multicultural workplaces in the field.

The Workplace Development and Renewal annual theme is completed at the deepening stage of professional
competence, where the students’ developmental competence becomes apparent as an investigative and
developmental approach to work. The thesis is completed towards the end of the programme and consists of a
research and development task for an employer. Learning is supported by various multicultural learning
environments and workshops. Students increase their expertise through multidisciplinary projects, where they help
to renew the sector and its practices by applying the competence generated and shared in the projects. During their
studies, students learn to act as responsible experts in networks within and outside Laurea (Table 3).

Structure of the curriculum

The Bachelor's degree in Facility Management includes basic and professional studies, elective studies, job
placements that increase professional competence, and a thesis. The total extent is 210 credits. The curriculum
involves 30 credits of basic studies, 105 credits of professional studies, 30 credits of elective studies, 30 credits of
job placements and 15 credits in the thesis. The aim of basic studies is to provide students with a broad
understanding of the status and significance of the field in question, the workplace and the international context; to
give them experience of the general theoretical principles and communication in the field; and to supply them with
the necessary language skills required by law.

Professional studies are designed to familiarise students with the main problems and applications of the field in
question and their bases in science and competence, so that graduates are able to work independently as experts
and entrepreneurs, and participate in developing the work community. The objective of practical studies is to provide
a guided introduction to the most important practical aspects of work in the sector and to the application of skills and
knowledge in the workplace. The aim of the thesis is to develop and demonstrate the student’s skill in applying his/
her knowledge and expertise to a practical specialist task related to the studies.(Section 7, Polytechnics Decree,
16.6.2005/423.)

Quality assurance process

The curricula of each degree programme are regularly evaluated once a year (Fig.1). The curriculum areas to be
evaluated are set by the pedagogical team. Also student and labour market representatives participate in the
evaluation of the curricula. The directors of the local units are responsible for ensuring that the evaluation of the
curricula is carried out for each degree programme. New curricula are evaluated on the basis of the evaluation
statements the labour market representatives and other external experts are asked to provide. The new degree
programme proposals are evaluated by means of a uniform evaluation form. The steering group handles the
proposals before sending them to the Ministry of Education. Curricula are also developed using a study workload
questionnaire intended for students. Steering groups from all degree programmes participate in the evaluation and
development of Master’s degree curricula.
Figure 1. Laurea’s quality assurance system

The aim of the education process (Fig.1) is to handle centralised student applications and student affairs services as
an official task. The purpose is to fulfil the curriculum in accordance with the Pedagogical Strategy. The aim is that
students will develop learning and professional growth in line with their personal study plans and that the studies will
progress smoothly.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
A021 INITIATION OF PROFESSIONAL GROWTH
A0123 Finnish Business and Cultural Environment 5
A0203 Basic Finnish 1 5
A0124 Swedish in the Facility Management Field 5
A0125 Operating Facility Services 10
A0126 Managing Facilities 10
A0127 Workplace Health and Safety 10
01148 Certificate in Food Hygiene 0
A0204 Basic Finnish 2 5
A0128 Services Marketing 10
A9011 Principles of Accounting 5
A022 DEVELOPMENT OF CORE COMPETENCES IN
THE FIELD
A0140 Production of Catering Services 10
01147 Legislation on Regulating Liquor Licences 0
A0147 Business Communication Skills 5
A0141 Organisational Management and Leadership 10
A0153 Corporate Social Responsibility 5
A0205 Intermediate Finnish 5
A0129 Planning Facility Services 5
A0130 Procurement of Facility Services 5
A0131 Getting Started as an Entrepreneur 10
A9013 Managing Business Performance 5
A023 DEEPENING PROFESSIONAL COMPETENCE
A0132 Creating Innovation through Service Design 10
A0133 Developing Catering Services 5
A0134 Workplace Management 5
A0135 Environmental Responsibility in the Service 5
Sector
A0136 Job Placement I 15
A024 WORKPLACE DEVELOPMENT AND RENEWAL
A0137 Job Placement II 15
A0159 Thesis 15
127 LAUREA'S COMMON STUDIES
00521 Initial Test in Finnish 0
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
00506 Initial Test in Swedish 0
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
154 ELECTIVE STUDIES
60 60 60 30
A021 INITIATION OF PROFESSIONAL GROWTH, 55 cr

Description:
The Initiation of professional growth annual theme provides skills in acting like a higher education student,
responsibly and as part of teams and networks. Student initiates the research-oriented way of thinking and activities
by means of explorative and development-oriented working methods and learns to take responsibility for his/her own
decisions by justifying them. The basic studies also provide students with the most important IT skills, which will
then be honed as their studies progress. Students learn the basic principles of verbal and written communication in
English and Finnish/Swedish. Their professional growth begins with the creation of a personal study plan. Students
build their own learning programme by choosing elective studies from within or outside their own degree programme.

A0123 Finnish Business and Cultural Environment, 5 cr

The student is able to:
• operate in a multicultural environment
• understand the principles of equality in the Finnish labour market
• use tools, work methods and software (Office 2007, Word, PowerPoint, Excel)
• know the principles of project work

Contents of the study unit:
• introduction to Finnish work and business culture
• group-oriented view of organisations
• project plan and report according to Laurea’s requirements
• collaborative learning and sharing knowledge in teams and projects
• Laurea’s Learning by Developing model

Study unit description:
Students learn to work in a multicultural environment. They learn to analyse the skills needed in teamwork and when
studying at Laurea. Students learn to self-evaluate and to develop their competence and learning style orientation.
They are capable of taking responsibility for collaborative learning and sharing knowledge in teams.

A0203 Basic Finnish 1, 5 cr

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

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

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

A0124 Swedish in the Facility Management Field, 5 cr

The student is able to:
• communicate in Swedish in facility management jobs
• communicate in an interactive, customer-oriented manner
• obtain and make use of information related to facility management

Contents of the study unit:
• essential facility management and company terminology in Swedish
• oral and written professional communication
• introducing oneself and one's education and work experience

Study unit description:
Students attain at least skill level B1.2 in the Swedish language, as defined in the Common European Framework.
In addition, students receive a "good" or "satisfactory" grade in oral and written language skills in accordance with
the language skill requirements of civil servants in Finland.

A0125 Operating Facility Services, 10 cr

The student is able to:
• know the working practices and the concepts in the field of facility management
• create personal contacts in working life and operate in professional networks
• know the prerequisites for profitable and customer-oriented operations
• analyse the value of support services for the core business
• outline targets for their personal development and choose development objects

Study unit description:
Students learn to identify the complex nature of facility services.
They are able to evaluate their own competence and learning style orientation.

A0126 Managing Facilities, 10 cr

The student is able to:
• understand the strategic nature of facility management
• recognise the skills needed in managing facility management services
• realise the benefit of synergy in facility management
• analyse the facility management market

Contents of the study unit:
• strategic and tactical levels in facility management
• key performance indicators
• organisational models
• quality management
• development and user-driven research methods

Study unit description:
Students gain an understanding of the role of strategic decisions and the impact of the decisions on service
processes. They start to think in a research-oriented way. They learn to focus on customer-oriented service
development and to use appropriate development-oriented research methods.

A0127 Workplace Health and Safety, 10 cr

The student is able to:
• operate according to the concepts of health and safety in a workplace
• identify and evaluate needs for safety and security in premises
• use work methods needed in producing facility services
• become familiar with work methods
• work according to the ethical principles of the field
• take responsibility for their own actions and for the consequences of those actions
• understand the principles of sustainable development

Contents of the study unit:
• production methods of cleaning services
• initiation process
• ergonomics
• issues related to indoor climate, safety and security, and waste management
• quality control methods
• EU and national legislation related to hygiene and environmental aspects

Study unit description:
Students learn to measure and analyse the quality of work premises in relation to demands for workplace health and
safety. Data is collected using both qualitative and quantitative methods.

01148 Certificate in Food Hygiene, 0 cr

The student is able to:
• apply his/her knowledge in food hygiene in all parts of the self-supervision elements of the HACCP quality control
system at a company.

Contents of the study unit:
• The law of food hygiene
• Self- supervision based on the principles of the HACCP concept (Hazard Analysis and Critical Control Points)
• Hygienic quality; hygiene quality of surfaces and food safety, hygienic working methods and personal hygiene

Study unit description:
• Student familiarizes him/herself with the law of food hygiene
• Student passes the test in food hygiene proficiency successfully

A0204 Basic Finnish 2, 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.

A0128 Services Marketing, 10 cr

The student is able to:
• analyse customer behaviour
• sell services using a marketing mix
• build customer relationships
• manage service promises in marketing communication

Contents of the study unit:
• focus on the customer
o consumer and organisational behaviour in services
o customer satisfaction
o service quality (gap model)
• marketing mix in services
• brand marketing
• building customer relationships
• managing service promises
o value creation

Study unit description:
Students become familiar with the key concepts and methods of marketing services.

A9011 Principles of Accounting, 5 cr

The student is able to:
• explain the difference between management and financial accounting
• know the principles of business profitability
• analyse the financial status of a company using key figures

Contents of the study unit:
• key accounting concepts
• basics of management and financial accounting
• cost-volume-profit analysis
• cost accounting
• bookkeeping process and accounting documents
• income statement and balance sheet
• financial reporting and ratio analysis

Study unit description:
The students learn the basic accounting concepts. They learn to analyse the profitability of an organisation and
calculate key financial ratios. They will learn how an accounting system works and how it can help the management
in making decisions.

Previous studies:
Business Operations in a Changing Market or equivalent knowledge

A022 DEVELOPMENT OF CORE COMPETENCES IN THE FIELD, 55 cr

Description:
During the professional studies, students develop into experts in facility management . Business know-how is
evident as the ability to take business factors into account comprehensively as a part of service operations. In the
Formation of professional competence annual theme, students increase the service competence needed in the field.
They learn to act as experts in their chosen area of specialisation in the facility management field.
<<br>

A0140 Production of Catering Services, 10 cr

The student is able to:
• operate as a member of a work community
• produce, develop and evaluate services as part of a quality service system
• acquire skills in the daily management of production (Aromi software) and service processes
• assess their own and other experts’ operations as a part of a group, community and profession

Contents of the study unit:
• products, services, service and production processes, and systems in various operational environments
• sustainability and healthy eating
• negotiation and group communication skills, giving and getting constructive feedback (customer, work community)
• user-driven research methods

Study unit description:
The study unit provides competence in catering service and production processes as a whole. Core competence lies
in customer operation in the form of the development of service quality. The approach is the production of customer
oriented, cost-conscious, sustainable, healthy and safe catering services.

01147 Legislation on Regulating Liquor Licences, 0 cr

The student is able to:
• Apply the legislation concerning regulation of liquor licences in customer service

Contents of the study unit:
· Legislation concerning regulation of liquor licences

Study unit description:
• Student familiarizes him/herself with the legislation on liquor licences
• Student passes an exam on legislation of regulation of liquor licences successfully

A0147 Business Communication Skills, 5 cr

The student is able to:
• understand and use key business and financial terminology
• create written reports using a formal style
• give effective oral presentations on business topics
• actively participate in business meetings and negotiations
• understand and follow stylistic recommendations for business correspondence

Contents of the study unit:
• articles, exercises, cases related to business topics
• structural, linguistic, source and layout requirements of a formal written report
• factors of language and meta-communication in oral presentation work
• effective language skills for meeting and negotiation situations
• practice in writing emails and producing documents for job applications

Study unit description:
The purpose of this study unit is to provide a basic introduction to the various skills needed in business English,
particularly in relation to other study units of the first semester. English is applied to business situations requiring
written and oral communication skills.

A0141 Organisational Management and Leadership, 10 cr

The student is able to:
mmmmm

A0153 Corporate Social Responsibility, 5 cr

The student is able to:
• Develop a wider approach to ethical questions and organisational values
• Combine CSR with business actions and strategy
• Discuss social responsibility issues

Contents of the study unit:
• Ethics and organisational values
• Sustainable guidelines on economic, environmental and social performance
• Responsible leadership
• Product safety
• Occupational safety and health
• Equality at work
• Diversity and multicultural issues
• Current issues on sustainability reporting and CSR standards

Study unit description:
This study unit introduces the students to the basic concept of corporate social responsibility. Organisational
responsibility is seen from three viewpoints: economic, environmental and social responsibility. The critical thinking
of the students is enhanced through discussions.

A0205 Intermediate 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 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.

A0129 Planning Facility Services, 5 cr

The student is able to:
• map service needs in a chosen facility
• design the necessary services
• dimension the working hours needed for the service according to agreed quality criteria using an IT application
• calculate service costs

Contents of the study unit:
• determining service needs and quality together with the customer
• working hour calculations
• service cost calculations
• work instructions
• implementation plan

Study unit description:
Students learn to assess a facility's service needs and to plan and dimension the services using an IT application.
The results are working hour and cost calculations, work instructions and an implementation plan. The study unit is
partly taught in Finnish.

A0130 Procurement of Facility Services, 5 cr

The student is able to:
• master the procurement process
• manage the competitive tendering process concerning products and services

Contents of the study unit:
• Public Procurement Act
• procurement process
Study unit description:
Students learn to recognise the critical stages in planning, acquisition and tendering processes, from design to
implementation. The study unit is partly taught in Finnish.

A0131 Getting Started as an Entrepreneur, 10 cr

The student is able to:
• process entrepreneurial skills
• evaluate their possibilities as an entrepreneur
• analyse the financial reports of small enterprises
• choose a business model for a business idea
• design a realistic business plan

Contents of the study unit:
• business idea, business models and business plan
• planning management and financing when starting a business
• choosing a form of enterprise and instructive norms for the enterprise
• actors and activities related to establishing an enterprise
• working as an entrepreneur
• pricing services

Study unit description:
Students learn to evaluate their possibilities as an entrepreneur and develop a business idea for starting a business.
The outcome is a viable business plan

A9013 Managing Business Performance , 5 cr

The student is able to:
• understand how management accounting can support the strategy of an organisation
• analyse the profitability, liquidity and capital structure of an organisation
• analyse financial statements and calculate key figures of business operations
• create plans and forecasts for an organisation
• discuss budgeting and its role in planning, control and decision making
• analyse the profitability of investments

Contents of the study unit:
• management and control: linking strategy, budgeting, planning and control
• financial analysis and key performance indicators
• financial reports
• cash flows and investment profitability
• business-related information systems

Study unit description:
This study unit provides tools for measuring and providing operational and financial information. This information is
essential to guide the management and motivate the employees in order to achieve the strategic objectives of an
organisation. This study unit looks into the process of measuring, collecting, reporting, interpreting and presenting
financial information to managers.

Previous studies:
Business Information Technology: Operating Environments, Clusters and Business Models (2009) or Business
Environments (2010) or Principles of Accounting (2011) or equivalent knowledge.
Security Management: Business Operations in a Changing Market and Principles of Accounting or equivalent
knowledge
Facility Management: Business Operations in a Changing Market and Financial and Management Accounting
(2010) Principles of Accounting (2011) or equivalent knowledge
A023 DEEPENING PROFESSIONAL COMPETENCE, 40 cr

Description:
The Deepening professional competence annual theme familiarises students with service design using SID (Service
Innovation Design) methods, facility design, environmental responsibility and studies according to the personal
study plan. During job placements, students increase their ability to develop facility management services and to
work in multicultural workplaces in the field.

A0132 Creating Innovation through Service Design, 10 cr

The student is able to:
• carry out an innovation project applying the newest existing knowledge and service innovation and design methods
• carry out creative problem solving and development of working methods
• know the prerequisites for profitable and customer-oriented operations
• work in a diversified project

Contents of the study unit:
• service innovations
• innovation process in practice
• SID methods
• planning, conducting and evaluating an innovation project

Study unit description:
The aim of the study unit is to acquaint the students with multidisciplinary knowledge in service innovation and
design by carry out a service innovation project. It also covers studies of different service innovation methods and
their implications for service innovation and design practice.

Previous studies:
Developing ICT Systems or equivalent knowledge.

A0133 Developing Catering Services, 5 cr

The student is able to:
• plan, produce and develop catering services
• plan and develop menus and products
• develop concepts in the field

Contents of the study unit:
• product and production development processes
• menu planning
• sensory research methods, statistics
• profitability and pricing
• marketing planning

Study unit description:
The competence gained in the study unit relates to product and production development processes and their
profitability. Students develop their skills in marketing new products.

A0134 Workplace Management, 5 cr

The student is able to:
• apply the principles of project management
• work as experts in work station and facility design
• assess the needs of various persons working in a facility as functions change and over the facility's life cycle
• plan and coordinate acquisitions for work stations and facilities together with a customer
Contents of the study unit:
• needs analysis and participatory planning in building projects
• the expert's role in site meetings and other project-related meetings
• work station design
• building plans, plan details and building specifications
• material, furniture, machine and equipment acquisitions (needs, costs, implementation)

Study unit description:
Students become familiar with the entire construction process, learning to figure out the factors to take into account
in relation to the customer and to support services, and can define and justify choices of materials and the spatial
requirements of the functions in relation to safety, environmental issues and the necessary technology.

A0135 Environmental Responsibility in the Service Sector, 5 cr

The student is able to:
• apply the principles of sustainable development
• investigate the environmental impacts of actions
• make development suggestions to promote environmental responsibility

Contents of the study unit:
• environmental certification and standards
• environmental mappings/analyses
• life cycle thinking
• sustainable development

Study unit description:
Students come up with development ideas for a chosen facility and/or service processes. The study unit is taught in
Finnish.

A0136 Job Placement I, 15 cr

The student is able to:
• analyse and structure their work contents and methods
• analyse their actions by discussing targets and how well they have been met in the work community
• improve their service competence
• contribute to developing the host company's practices/business processes

Contents of the study unit:
• Setting objectives for the job placement
• Completing a job placement
• Reporting in writing on the placement
• Feedback meeting
• Making a presentation on the placement and providing mentoring for other students according to plan

Study unit description:
Students improve their workplace skills, and observe their work and work environments from the point of view of
development.

A024 WORKPLACE DEVELOPMENT AND RENEWAL, 30 cr

Description:
The Acquiring service business development competence theme is completed at the deepening stage of
professional competence, where the students’ developmental competence becomes apparent as an investigative
and developmental approach to work.The thesis is completed towards the end of the programme and consists of a
research and development task for an employer.
A0137 Job Placement II, 15 cr

The student is able to:
• evaluate their professional competence and the demands of the workplace
• increase and deepen their service competence
• develop the organisation’s service functions as members of a community of experts
• create personal links with the world of work and operate in networks

Contents of the study unit:
• Setting objectives for the placement
• Completing the placement
• Reporting in writing on the placement
• Feedback meeting
• Making a presentation on the placement and providing mentoring for other students according to plan

Study unit description:
Students acquire diverse skills in working within production, planning, expert, managerial or development tasks in
the field, or as entrepreneurs.
They deepen their professional competence by participating in the creation of service innovations. They manage
and evaluate their practical work process in relation to their personal targets.

A0159 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 producing new competence and innovations
• develop work in the field and their own competence through critical evaluation and by generating new
information
• participate in a partnership network
• work effectively in a team and act as an opinion leader in a community of experts
• evaluate their 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
• making the research design based on the research problem
• making the thesis plan
• applying chosen research methods
• working in a shared expertise group
• network leadership and development
• generating new data and sharing results
• publishing the thesis
• maturity test

Study unit description:
Theses form part of Laurea’s research and development work. They help students to grow professionally and are
linked to the employment sector and to regional development. Theses develop workplace practices and contain new
descriptive, explanatory and investigative information on the labour market, as well as new know-how produced for
the workplace.
The study unit forms an object-oriented development project, where the competence gained is that of a developer
using investigative research methods. The study unit results in the student publishing a thesis and completing a
maturity test.

127 LAUREA'S COMMON STUDIES, 0 cr

00521 Initial Test in Finnish, 0 cr

00636 Written skills in Finnish, 0 cr

00637 Oral skills in Finnish, 0 cr

00506 Initial Test in Swedish, 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. 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.

Study unit description:
At the beginning of their studies, all students who have Swedish qualifications on prior certificates required for
studies at Laurea take initial test in Swedish, with the exception of those whose mother tongue or language of
education is Swedish.

00635 Written skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating written skills in Swedish.

00634 Oral skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating oral skills in Swedish.

154 ELECTIVE STUDIES, 30 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:
&#61607; ethically and productively manage work communities and networks
&#61607; manage and develop competence
&#61607; evaluate, lead and develop teamwork
&#61607; promote creativity in a work community
&#61607; manage and develop multicultural work-related communication
&#61607; act as developers in data network implementation, processes and management
&#61607; responsibly develop their data network competence in diverse operating environments
&#61607; determine the performance and service level requirements for a data network
&#61607; describe the operation and network structures of a system
&#61607; understand the cultural impact in marketing
&#61607; assess their own possibilities to become an entrepreneur
&#61607; 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.