Opetussuunnitelma
2012
Yhteiskuntatieteiden, liiketalouden ja hallinnon ala
Laurea Leppävaara
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2012
Social Sciences, Business and Administration
Laurea Leppävaara
Bachelor's degree programmes
Opetussuunnitelma · Degree Programme in Business Management, in English (HBA), Laurea Leppävaara · Ryhmä HBA12SN
Opetussuunnitelma 2012 – HBA12SN (suomeksi)
Curriculum · Degree Programme in Business Management, in English (HBA), Laurea Leppävaara · Group HBA12SN
Curriculum 2012 – HBA12SN (in Finnish)
Opetussuunnitelma 2012 – HBA12SN (suomeksi)
Näytä tekstiversio
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Business Management, in English (Laurea Leppävaara, liko), HBA12SN
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
Globalisation, information technology and increasing awareness of sustainability are changing existing business
models and require not only strong basic business knowledge but also new skills. We need to train ourselves to
exercise knowledge-based and skill-based competences in equal measures. In addition, we must master such
general competences as self-development, ethical competence, communication and interaction, development,
organisational and social know-how, and internationalisation in order to meet demands of social responsibility of a
dynamic and networked business environment.
A changing business environment requires innovativeness, the ability to identify opportunities, anticipate changes
and change management skills. The ability to analyse and develop business operations is essential. Working in a
dynamic and networked business environment requires versatile communication skills, ethical and responsible
management and the ability to utilise the potential offered by information technology. Success in a multicultural
market is largely based on customer- and consumer-oriented business processes, but also on emphasising social
responsibility and the role of sustainability in all business actions. The role of knowledge-intensive business services
will increase in Finland as in the other OECD countries. Companies are investing more than ever in research and
development, training, organisational development, marketing and software.
Services will be an essential part of all business operations as in the future immaterial goods will account for the
major part of economic growth. The shift from manufacturing to services changes the relationship between industry
and services, and also industrial b-to-b companies need to emphasise the role of services in order to be competitive.
All service providers need to enhance their ability to collaborate with their clients to offer them services that are cost-
effective and of high quality. Service Innovation and Design (SID) will be an increasingly important knowledge area
providing possibilities for competitive advantages in the global business environment. Combining service marketing
and innovation management approaches provides us a tool for identifying different collaborative modes for new
service development.
From the service marketing viewpoint it is also evident that we can no longer exclude social services or the care-
service sector from business and marketing topics because of their huge and rapidly increasing financial value and
their complex nature. In order to increase or even maximise value creation (high quality and high cost-efficiency) we
create platforms where students can work together with outside partners, companies or organisations to achieve a
creative, balanced atmosphere for value creation. This, at its best, meets the demands of successful use of the
Learning by Developing (LbD) model.
Globalisation, the use of information and communication technology and innovation will continue to be features of
the business environment. High-quality research, active international cooperation and a focus on core competences
will be the bases for competitiveness. Also, awareness of sustainability and environmental issues will bring new
challenges for future-oriented, responsible management. The sustainable development debate is based on the
assumption that societies need to manage economic, social and natural types of capital, which may be irreplaceable
and whose consumption might be irreversible. We emphasise the importance of sustainability and social
responsibility in Business Management studies because they will globally be the focus of development within all
leading companies and organisations in the near future.
Companies respond to changes in their operating environment by adjusting business models. The most important
ways are focusing on core operations, networking and collaboration, and using information technology. Changes in
business models lead to changes in the skills required. Knowledge and knowledge management are emphasised
more than before. The operations, processes and information systems of networked companies make the
information needed for managing and monitoring business operations available to the whole network in real time.
The combination of new business models and information technology creates innovation potential, which requires
diverse intercultural skills.
Globalisation, a comprehensive view of services and their management, social responsibility and sustainable
development are probably the most relevant factors which need to be taken into consideration when planning a
future-oriented business education program. The Degree Programme in Business Management at Laurea observes
the above changes in the operating environment and future trends as emergent external forces that influence all
levels of education and are visible in study units.
Expertise
The expertise of graduates in Business Management is primarily based on needs of surrounding environment and
working life. International trends in business management as well as recent development in business theories are
also taken into account. The recent great paradigms of business theory development can be divided into the
industrial and transitional economy periods and the information economy period. The industrial and transitional
economy periods are characterised by contingency theory thinking, according to which a company or organisation
must adjust its activities to respond to outside influences.
However, during the recent information economy period, capability theory has gained a foothold. According to
capability theory, companies and organisations can influence their own surroundings by utilising their capabilities.
Capability theory began to be widely accepted in the 2000s and forms the basis for the professional and knowledge-
based competence of graduates in Business Management. These capability-based strategies can be divided into
competences and capabilities. Competence relates to "know" and capability to "how". Competence is the
combination of different skills, while capability expresses how core processes can be changed into strategic
capabilities offering superior advantages to a customer. Capability or resource-based theories cite two related
sources of advantage: assets are the resource endowments the business has accumulated, while capabilities are
the glue that holds the assets together and enables them to be deployed advantageously. Capabilities differ from
assets in that they cannot be given a monetary value, in contrast to tangible plants and equipment. They are deeply
embedded in organisational routines and practices that cannot be traded or imitated.
A changing business environment requires innovation, the ability to anticipate changes and change management
skills. The ability to analyse and develop business operations is essential. Business Management graduates have
the required professional knowledge and skills to act as innovators in their fields. Working in a dynamic and
networked business environment requires versatile communication skills, ethical management and the ability to
utilise the potential offered by information technology.
Laurea’s Degree Programme in Business Management seeks to provide students the knowledge, skills and
motivation to encourage entrepreneurial success in a variety of settings. Variations of entrepreneurship education
are offered at all levels. What distinguishes entrepreneurship education is its focus on the realisation of opportunity.
Opportunities can be realised in several ways: by starting a new business, by promoting innovation, or by
introducing new products or services or markets to existing firms.
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.
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.
Fields of Experties
In the Degree Programme in Business Management, professional growth is based on recognising and reflecting on
the students’ own performance, and on the students’ willingness to develop into investigative and development-
oriented professionals in the field.
During the programme, students develop competences in recognising areas of development in the workplace,
turning them into development projects and carrying out these projects. They learn these skills in the context of
Learning by Developing.
Attention is paid in the curriculum to the systematic progress of students from the basic level to the advanced level.
Professional growth starts with familiarisation with networked business operations, business operating
environments, business operations and processes, rules and regulations. Professional growth and the talent to
produce new knowledge are supplemented by the information management, communication and interaction skills
required in a multicultural business environment. From studying the basics of business operations, students move
on to setting up business operations and to questions related to the commercialisation of new products and service
innovations.
Professional knowledge- and skill-based competences are strengthened by ethical, innovation and
internationalisation competences. Students systematically reflect on the development of acquired competences
within the professional growth process.
The demand for individually tailored study paths can be met with elective study units. Having successfully completed
the compulsory studies, students deepen their competence in accordance with their personal study plans. Elective
studies and the thesis give further depth to the personal study plan and help students to attain roles as innovators in
their selected fields. Business Management graduates understand the opportunities for continuous updating of their
competences and see the Bachelor of Business Administration studies as part of a lifelong learning process.
Professional Growth and Annual Themes
Professional growth and annual themes
Students of the Degree Programme in Business Management develop 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.
First year: Initiation of professional growth
• Orientation into and motivation for studies, and understanding of the basic concepts of business and their
theoretical backgrounds
• Clarification of the objectives of the studies
• Focus on Learning by Developing
• Familiarisation with R&D methods
Second year: Development of core competences in the field
• Understanding the laws of the business world
• Understanding the significance of abstract thought
• Deeper understanding of basic theoretical concepts
Third year: Deepening professional competence
• Deepening competence through studies and work experience
• Focusing of studies on increasing development competence and applying it to a genuine business environment
• Producing and increasing workplace development competence via the studies
Fourth year: Workplace development and renewal
• Identifying and analysing problems in research and development
• Applying acquired theoretical knowledge and innovative competence to problem-solving using R&D methods
• Guiding students via their studies towards independent, creative activity and supporting lifelong learning
Development of Research Skills
Research orientation is included in the studies from the start, and methodological research competence increases in
each year of the studies. Research-oriented development competence will be the key in the employment market of
the future. During their studies, students achieve the necessary research competence to apply the main
development methods to diverse business development tasks in the future.
First year:
Students achieve a basic knowledge of research in business studies. The importance of both qualitative and
quantitative research is emphasised. Through various authentic development projects, the students learn about the
research process, data analysis and reporting research outcomes. They also familiarise themselves with information
retrieval and source criticism, write documents and reports and present results orally. The focus is on developing
new products and services, and the service design process is introduced. Also ethnographic methods are
introduced.
Second year:
The focus of the second year is on the qualitative approach to business research. The students learn new
development methods, including foresight methods, and decision-making procedures (risk analysis). They learn to
design an interview and analyse the results.
Third and fourth years:
The students learn how to approach, evaluate and modify research problems, and how to plan research based on
the research problem. They learn to choose the most suitable information retrieval and analysis methods for each
problem. They can evaluate the significance, applicability and reliability of conclusions drawn from results.
Different research approaches and methods are introduced, including action research, case studies and
constructive studies.
Description of the Degree Programme
Structure of the curriculum
The Bachelor’s degree in Business Management (210 credits) includes basic studies (40 credits), professional
studies (95 credits), elective studies (30 credits), job placements (30 credits), and a thesis (15 credits).
Basic studies (40 credits) during the first year provide a broad generic view of the main jobs available in the
business world internationally. Students familiarise themselves with basic business theories and communication,
and study either Finnish or Swedish in addition to English.
In their professional studies, students become familiar with the main challenges facing the business world. During
the second year the emphasis is on management and leadership skills, strategy, strategic business-to-business
marketing management and corporate social responsibility, and the students take part in a business simulation.
Second-year students can deepen their knowledge with 5 credits of elective studies.
During the third year, the emphasis is on innovation through service design. Students can choose a total of 25
credits in elective studies, which include accounting and finance. A total of 30 credits in elective studies are taken in
the second and third years. They can also be selected from other Laurea degree programmes.
During their two work placements, students familiarise themselves with jobs in the business world. The aim of the
thesis is to develop and demonstrate the students’ ability to apply their skills and knowledge in specialist tasks in the
field.
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.
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
A025 INITIATION OF PROFESSIONAL GROWTH
A0146 Business Operations and Processes 10
A0145 Customer-oriented Marketing 10
A0148 Business Operating Environments 10
A0149 Innovation Process of Products and Services 10
A0150 Commercialisation of Products and Services 5
01284 Business IT skills 5
A0147 Business Communication Skills 5
A0065 Företaget i fokus (Swedish Language Studies) 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
A0203 Basic Finnish 1 5
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
00506 Initial Test in Swedish 0
A026 DEVELOPMENT OF CORE COMPETENCES IN
THE FIELD
A0151 Management and Leadership 10
A0152 From Strategy to Practice 10
A0154 Strategic B-to-B Marketing Management 10
A0155 From Idea to Business Plan 10
A0153 Corporate Social Responsibility 5
A0156 Business Simulation 5
A0204 Basic Finnish 2 5
01283 Finnish language and Communication 5
A027 DEEPENING PROFESSIONAL COMPETENCE
A0132 Creating Innovation through Service Design 10
A0157 Market Entry Modes 5
A0158 Sales Management 5
A0136 Job Placement I 15
127 LAUREA'S COMMON STUDIES
154 ELECTIVE STUDIES
A028 WORKPLACE DEVELOPMENT AND RENEWAL
A0159 Thesis 15
A0137 Job Placement II 15
60 60 60 30
A025 INITIATION OF PROFESSIONAL GROWTH, 60 cr
Description:
• Orientation into and motivation for studies, and understanding of the basic concepts of business and their
theoretical backgrounds
• Clarification of the objectives of the studies
• Focus on Learning by Developing
• Familiarisation with R&D methods
A0146 Business Operations and Processes, 10 cr
The student is able to:
• communicate on an organisation’s operations and processes in a foreign language
• determine how an organisation’s functions and processes relate to each other, forming a business entity which
generates added value for customers
• model organisations’ core and supporting processes
• recognise the role of logistics in value creation
• understand the concept of the total supply chain that links raw materials, components and manufactured goods
and shows how they move towards the end customer
• carry out accounting and bookkeeping activities for a small company
Contents of the study unit:
• basic business functions
• process thinking in business
• process management and quality management
• basics of logistics
• logistical processes
• logistics key performance indicators
• accounting process
• basics of management and financial accounting
Study unit description:
The study unit focuses on accounting and logistics processes, covering the basic elements of process thinking and
development. The students carry out bookkeeping and are introduced to company functions and operations by
modelling the processes of a case company.
A0145 Customer-oriented Marketing, 10 cr
The student is able to:
• create value for customers by understanding their buying behaviour
• analyse and develop a customer-oriented marketing mix
• operate in multicultural teams
• carry out a small research project with the help of basic quantitative and some qualitative methods
Contents of the study unit:
• development of different marketing orientations
• marketing of services
• customer knowledge as a basis for successful marketing
• creation and maintenance of customer satisfaction
• key marketing methods (5 Ps to 5 Cs)
• overview of the research process
• basics of qualitative research
• intercultural communication and team work in LbD
Study unit description:
The study unit focuses on the creation of added value for customers through marketing activities by focusing on the
individual, social, and cultural drivers of consumption. The basics of qualitative research will be covered in field
studies as students analyse different marketing mixes of companies. Cross-cultural competence is obtained by
working in several multicultural teams during the study unit.
A0148 Business Operating Environments, 10 cr
The student is able to:
• describe the financial decision-making of a consumer and of a company
• describe how the economy works
• follow and analyse economic phenomena in relation to an organisation
• understand the role of law in business and gain knowledge of legal principles fundamental to business
• explain the legal requirements for setting up a business
• appreciate the effects of law on business life and understand the extension of the contractual relationship to
commercial transactions
• recognise legal issues that could affect marketing decisions
• understand in general terms what laws and processes exist to protect intellectual property in products/services to
be marketed
• consider the use of trademarks to protect the interests and reputation of business traders
• use mathematics to solve business-related practical problems
• make simple pricing and interest calculations
• use currencies
• use indices
• determine payments for loans and installments
• evaluate investments
Contents of the study unit:
• structure and processes of the economy
• globalisation
• framework of Finnish law
• contract law
• commercial law
• corporate law
• principles of business mathematics
Study unit description:
Competence acquired in the study unit is to understand the relationship between an organisation and its operating
environment. The students will gain insights into how the economy works and develop problem-solving skills in legal
thinking.
A0149 Innovation Process of Products and Services, 10 cr
The student is able to:
• Understand the meaning of an innovation
• Start a product/service development process
• Investigate and analyse customers, customer needs and markets
• Carry out idea generation and screening
• Develop a concept from an idea
• Connect qualitative research methods to quantitative research methods in the product development project
• Determine the cost and price of a new product/service
Contents of the study unit:
• Innovations
• Product and service development process
• Idea generation and screening methods
• Concept design
• Concept testing
• Cost-accounting methods
• Pricing models
Study unit description:
The competence gained in the study unit is the skill to develop financially viable products and services.
A0150 Commercialisation of Products and Services, 5 cr
The student is able to:
• plan the commercialisation of products and services
• understand the importance of customer oriented marketing operations
Contents of the study unit:
• marketing communication methods
• sales and distribution channel solutions
• market testing
Study unit description:
The target of the study unit is that the student can plan a customer oriented marketing process. The student can
take the customer needs into account and choose the right marketing actions for the different customer segments.
The student can create and develop customer relationships. The student's know-how shows as an ability to make a
commercialisation plan of a developed product or service idea
01284 Business IT skills, 5 cr
The student is able to:
• gain knowledge of Information Systems (IS) that support business processes
• understand the importance and meaning of Information Systems and take into account the possibilities of IS in
planning business processes
• work with spreadsheet programs
• write reports using word processing programs
Contents of the study unit:
• the role of information systems in today’s competitive business environment
• what an information system is and what managers need to know about IS
• major types of systems in a business
• information systems supporting the major business functions and processes
• building information systems and using them successfully
• the use of functions, charts, tables in spreadsheet programs
• the effective use of word processing and presentation programs
Study unit description:
The focus of this module is on two areas: what Information Systems are and how and why they are used in
organisations. The study unit focuses on the use of common office software and IT systems to promote studies and
business effectively by recognising the potential of advanced features and functions of the programs.
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.
A0065 Företaget i fokus (Swedish Language Studies), 5 cr
The student is able to:
· Kommunicera muntligt och skriftligt på svenska i företagsvärlden
· Läsa och diskutera artiklar som handlar om ekonomi
· Beskriva sin egen utbildning och sina arbetsuppgifter
Contents of the study unit:
· Företagets funktioner och organisation
· Ekonomisk terminologi
· Aktuellt om företagsvärlden
· Rekrytering
Study unit description:
Studeranden når nivå B1.2. enligt den europeiska referensramen för språk (CEF).
Previous studies:
Godkänt språktest eller avlagd kurs .
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
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.
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.
A026 DEVELOPMENT OF CORE COMPETENCES IN THE FIELD, 55 cr
Description:
• Understanding the laws of the business world
• Understanding the significance of abstract thought
• Deeper understanding of basic theoretical concepts
A0151 Management and Leadership, 10 cr
The student is able to:
• Understand the difference between management and leadership in corporate strategy
• Determine and understand the role of HRM in strategic management
• Master various tools in recruiting, selecting and developing human resources
• Manage knowledge and innovations in networks
• Create and sustain an entrepreneurial atmosphere in an organisation
Contents of the study unit:
• Management and leadership in networked expert organisations
• Organisational models
• HRM strategies and practices
• Knowledge management
• Employment law
• Career planning
Study unit description:
The purpose of the study unit is to acquire skills in how to determine, organise and develop human resources in
corporate management.
A0152 From Strategy to Practice, 10 cr
The student is able to:
• Create plans ranging from a vision to the evaluation of operations
• Master the concepts and functions of strategic planning
• Use the decision-making tools and methods of strategic planning
• Analyse financial statements and calculate key figures of business operations
• Create action plans for an organisation
• Discuss budgeting and its role in planning, control and decision making
Contents of the study unit:
• Strategic thinking and perspectives
• Analysis as a basis for a strategy: analysis of the operating environment, financial statement analysis,
forecasting
• Preparing the strategic plan: vision and objectives, strategy, business plans
• Management and control: implementation of strategy, budgeting, planning and control
Study unit description:
The purpose of the study unit is to provide students with basic skills in how to set and develop a corporate strategy
and an operational plan with the help of various internal and external analysing tools.
A0154 Strategic B-to-B Marketing Management, 10 cr
The student is able to:
• Seek and analyse information on different international trading, political, monetary and cultural environments
• Determine appropriate research approaches for B-to-B markets
• Plan and execute business in complex B-to-B environments and throughout the supply chain
• Develop control tools for the strategy
Contents of the study unit:
• International trading environments
• Strategic management of global business processes in complex B-to-B markets
• Planning and implementation of research projects in B-to-B markets
• Managing products and services in business markets
• Pricing strategy for business markets
• Managing and developing marketing channels
• Controlling business marketing strategies
Study unit description:
The competence gained in the study unit is the ability to develop and manage complicated B-to-B operations in
global networks. Students will understand value creation and service concepts in the business process.
A0155 From Idea to Business Plan, 10 cr
The student is able to:
• recognise their entrepreneurial skills
• analyse customer needs and look for competitive advantages
• find and assess business opportunities
• make business models and earnings logics in line with a business idea
• create a realistic and customer-driven business plan
• create partnerships and networks and recognise strategic partnerships
Contents of the study unit:
• value networks and partnerships
• business and service models
• business idea, business model and business plan
• planning the financing of a start-up company
• managing risk in a start-up company
• forms of enterprise
• business law
Study unit description:
The competence gained in the study unit relates to finding and assessing business opportunities, creating a realistic
business model and planning and compiling the necessary documents to set up a company. Students will learn to
recognise their entrepreneurial skills and become familiar with economic, legal and social responsibilities related to
business operations. Competence is also the ability to recognise customers and how added value can be produced
for them.
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.
A0156 Business Simulation, 5 cr
The student is able to:
• use planning, analysis and decision-making tools and techniques in strategic planning
• analyse financial statements and different kinds of business reports and use them as a basis for decisions
• make business decisions in various business contexts and consider the multidimensional aspects of these
decisions
• make business decisions in groups
Contents of the study unit:
• Implementation of strategy
• Basics of systematic business planning and analysis tools and techniques e.g. forecasting, what-if analysis,
goal seeking and risk analysis
• Management decision-making
• Group decision-making
• Business Simulation Game
Study unit description:
A Business Simulation Game is used, which is an online exercise where students are divided into teams and
assigned the task of running a global B2B company in head-to-head competition against each other. The business
environment of this game is a modern global business environment.
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.
01283 Finnish language and Communication, 5 cr
The student is able to:
· hyödyntää kielenhuollon ja kielitiedon apuvälineitä
· laatia asiatektejä
· kirjoittaa verkkotekstiä
· pitää erilaisia puheita ja presentaatioita
· toimia kokouksissa ja neuvotteluissa aktiivisena osallistujana
Contents of the study unit:
· Suomen kielen peruskielioppia
· Kielitietoa ja kielenhuoltoa
· Kirjoittamisen teoriaa
· Kirjoitusprosessi
· Lähteiden käyttö kirjoittamisessa
· Erilaisia tekstilajeja (essee, referaatti, tiivistelmä, artikkeli, raportti)
· Verkkoviestintää
· Puheviestinnän teoriaa
· Erilaisia puhetilanteita (tilannepuheet, presentaatiot, monenkeskiset ja kahdenkeskiset keskustelut, kokoukset,
neuvottelut)
Study unit description:
Opiskelija kehittää viestinnällisiä taitojaan ja tulee tietoiseksi omista vahvuuksistaan viestijänä. Opiskelija harjaantuu
käyttämään kielenhuollon apuvälineitä asiatekstin rakentamisessa. Hän oppii laatimaan erilaisia tekstejä ja pitämään
erilaisia puheita.
A027 DEEPENING PROFESSIONAL COMPETENCE, 35 cr
Description:
• Deepening competence through studies and work experience
• Focusing of studies on increasing development competence and applying it to a genuine business environment
• Producing and increasing workplace development competence via the studies
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.
A0157 Market Entry Modes, 5 cr
The student is able to:
• Identify alternative market entry methods available to firms seeking new country markets
• Compare the different levels of risk, involvement and control of the various methods
• Understand the criteria for selecting between the entry options
• Determine the critical business management and HRM aspects when executing international operations
through the different entry methods
Contents of the study unit:
• Market Entry modes
• Risk management
• Critical business management and HRM issues in various market entry mode alternatives
Study unit description:
The purpose of the study unit is to acquire skills in evaluating various market entry modes and how they should be
managed in international business operations.
A0158 Sales Management, 5 cr
The student is able to:
• Communicate and negotiate in a demanding business environment
• Manage a sales process
• Manage sales organisations
Contents of the study unit:
• Managing sales organisations
• Negotiation skills
• Developing customer relationships
• Key account management
Study unit description:
The competence gained in the study unit is the ability to plan and manage international negotiation and sales
processes. Specific skills are provided in the study unit in negotiating the creation of added value with demanding
key accounts.
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.
127 LAUREA'S COMMON STUDIES, 0 cr
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:
 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.
A028 WORKPLACE DEVELOPMENT AND RENEWAL, 30 cr
Description:
• Identifying and analysing problems in research and development
• Applying acquired theoretical knowledge and innovative competence to problem-solving using R&D methods
• Guiding students via their studies towards independent, creative activity and supporting lifelong learning
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.
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.