Study Guide

Descriptions

DEGREE
Business Administration (BA) 210 ECTS
The Degree Programme in International Business (IB) is a degree programme at Lapland University of Applied Sciences (Lapland UAS/Lapin AMK) with English as the working language. It emphasises understanding the big picture and environmental and social impact of business decisions. All students get strong foundation in general business principles as well. Sustainability is part of most of the courses and students are able to tackle most pressing problems of the world after graduation.

The strategy of Lapland University of Applied Sciences is focused on Arctic cooperation and cross-border expertise, managing distances, smart use of natural resources and safety security knowledge. Furthermore, the emphasis is put on service business and entrepreneurship. These topics are discussed in the classroom activities in various manners.

The IB programme educates people who are able to work in forward-looking businesses as experts in environmental or social issues, or they can work in NGO’s or establish their own enterprises that have a positive impact on society, people and planet. Lapland and Arctic region offers ideal location to study sustainability in fragile environment. The programme also focuses on developing know-how for innovative business service opportunities, but it is suitable for other international students as well.

Students learn basic skills relevant for work in sustainable business field, such as marketing, financial management, law, business communication, social and environmental issues, and project planning. Their knowledge deepens in business projects while they work together with local businesses and NGO’s. During their studies, students learn to recognize the challenges climate change and environmental issues, as well as social issues as human rights and larger well-being of people have on future of local and global business. Students also learn about the possibilities of establishing their own business. Students can improve their international skills by studying in international environment by completing exchange or practical training period abroad.

The IB programme provides students with extensive and balanced professional skills in the field of sustainable business and cross-border and diversity management. Students obtain skills for understanding the functions and processes of enterprises operating in the region and the special characteristics of the peripheral environment. The focus of professional specialization is not only on new business opportunities, but also on observing the needs of existing enterprises in subcontracting or outsourcing specific services that support their core business.

The advantage of the programme is its unique environment. Students study in a multinational student group, in an innovative learning environment that combines theory and practice and modern facilities with advanced technologies that support effective learning. The studies are implemented in close co-operation with the working life of different industries in the region. The programme encourages development and implementation of innovative sustainable business ideas in joint projects with businesses, locally and across borders. Implementation of studies may take multiple forms: in-class studies as well as field activities such as practical training in a company and field trips in the region, an international exchange period and virtual studies.

General description and aims of the degreeStudies leading to a university of applied sciences degree consist of:1) basic and professional studies 145 ECTS2) Free-choice Electives 15 ECTS3) practical training 30 ECTS4) a Bachelor’s thesis 20 ECTS (including Research Methods course)
The objective of basic studies is to give students a broad, general picture of the position and significance of the area of work in society, working life and internationally, familiarize students with the general theoretical principles of the field's work and communication and provide students with the language skills required by the Polytechnic Act, 932/2014.

The objective of professional studies is to familiarize students with the main problem entities and applications in their field's professional work and scientific and academic principles so that, upon graduating, students are able to work independently as specialists or entrepreneurs in business and participate in developing the work community.

The objective of supervised practical training is to familiarize students with practical work which is important from the standpoint of professional studies and to allow students to apply their knowledge and skills in working life. The objective of the thesis project is to develop and indicate students' ability to apply their knowledge and skills in practical specialist's work related to their professional studies.

The objective of free-choice electives is to deepen and supplement students' professional competence. They also supplement and support the student's degree programme and broaden its content according to the student's own interests and personal preferences. In addition to general free-choice electives and campus-specific free-choice electives, students may also include in their free-choice electives credits from other degree programmes and other higher education institutions.

Student´s workload
The workload of the studies is based on European Credit Transfer System (ECTS). One year of study equals 1600 hours of full time study. It corresponds to 60 ECTS credits performance for a study year. One credit equals to approximately 27 hours of work. Study year is equally divided into 40 study weeks.

Structure and syllabus of the studies
Study plan describes the path of your professional growth in the field of Business. Your path starts as an observer, continues as a learner, applier of knowledge and developer, which will lead you to become an expert in the field. Study years are clustered into larger entities with annual themes and divided into semester themes.

1st year theme: Sustainable Business Environment (Observer)
The first year focuses on understanding the big picture of business; different aspects of world, business and responsibility. It also emphasizes awareness of impact of business in global, local and individual levels. One key element during the first year is to be able to communicate effectively.
- 1st semester theme: Introduction to business studies and project management
- 2nd semester theme: Introduction to business environment

2nd year theme: Sustainable Business Management (Learner)
The second year deepens the knowledge of previous business studies and brings a management point of view to sustainable business. It also introduces hands on business projects.
- 3rd semester theme: Global and local business environment4th semester theme: Strategic business management

3rd year theme: Sustainable Innovations and Entrepreneurship (Applier of Knowledge)
The third year focuses on ability to critically evaluate business actions, change when necessary and create new and innovative solutions. Students recognise entrepreneurship as viable career option. Work placement allows students to put the theory in practice.
- 5th semester theme: Innovations and entrepreneurship6th semester theme: Work placement

4th year theme: Sustainable Business Development (Developer)
The final year concentrates on solving demanding problems and challenges in business world and the thesis work allows students to critically analyse causes and relationship of an existing problem or provide a coherent solution based on conducted research. Students will also focus on their own career development.
- 7th semester theme: Business development

The competences of degree programmein the curricula are divided into general working life competencies common to all degree programmes as well as programme-specific competencies that take into account Lapland UAS' profile and strategic focal areas. General competencies form the basis for working, cooperating and developing as a specialist in working life. Programme-specific competencies form the foundation for the student's professional development:
1. Learning Competence
2. Ethical Competence  
3. Work Community Competence  
4. Innovation Competence  
5. Internationalisation Competence
6. Economics and Financial Management competence
7. Marketing and Sales competence
8. Law and Risk ManagementCompetence
9. Sustainability competence

The crosscutting competences´ goals in the entire Lapland UAS' curriculums are our strategic fields of expertise; Managing distances, Arctic co-operation and cross-border expertise, smart use of natural resources and safety and security knowledge.

1. Learning Competence
The student:
- is able to self-evaluate and develop one’s competence and learning style orientation
- is able to retrieve and analyse information and evaluate it critically
- is capable of taking responsibility for collaborative learning and sharing knowledge in teams
- is able to use appropriate research methods throughout the studies. Is able to compile a thesis
- is able to use relevant tools in the business
- is able to use appropriate project planning and project management tools and methods

2. Ethical Competence
The student:
- 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

3. Work Community Competence
The student:
- 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 able to apply the principles of organizational management and leadership in working life and has abilities for supervision tasks
- possesses entrepreneurial skills
- is able to reflect his/her skills and knowledge in real work life
- has the needed skills and knowledge in teamwork, people management, leadership and HRM methods and functions

4. Innovation Competence
The student:
- 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
- is able to generate innovative ideas and apply a systematic approach for planning and implementing them
- has an innovative and entrepreneurial attitude towards studies and future working life

5. Internationalization Competence
The student:
- 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
- is able to interact in a multicultural environment
- is able to understand, facilitate, communicate and embrace diversity among cultures and social groups
- is able to communicate in foreign language (FI/SWE)

6 Economics and Financial Management competence
The student:
- understands the meaning of financial management and is able to apply it to real life situations.
- is able to apply business mathematics into different business related situations.
- understands the business processes and environments in an international context
- knows and understand the connection between economics and business in local and global setting.
- understands the interaction between environment and business operations
- foresees the business opportunities
- understands the meaning of financing for both companies and individuals
- is able to read and analyse financial statement and sustainability reports
- is able to recognize sustainability as part of accounting
- is able use his/her knowledge of financial management in establishing a company
- is able to define the key strategic management goals
- is able to understand role of politics and global organisations related to business

7. Marketing and Sales competence
The student:
- has the needed knowledge and skills in marketing, marketing communications and branding
- knows the meaning of consumer behaviour and is able to apply it in practice
- is able to retrieve and utilize market information and use customer relationship management (CRM) system
- knows the meaning and usage of International Trade
- has the needed skills on sales and customer service
- is able to understand the meaning of marketing research, planning, and is able to implement a marketing research and plan.
- is able to use the up to date marketing tools

8. Law and Risk Management Competence
The student:
- Knows and is able to apply and take into account main principles of business law.
- Understands risk management as a tool for business planning and development. The student is able to evaluate risks and knows risk management tools and regulations.
- knows and is able to apply and take into account essential labour legislation and the main collective agreements
- knows the legislation governing financial markets
- knows the legislation governing financial statements and sustainability reporting
- has the needed skills and knowledge for establishing a business
- is able to apply marketing legislation

9. Sustainability competence
The student:
- knows the principles of sustainable development in business
- is able to take into account the business specifics in the northern region
- is able to apply sustainable business models in real life
- is able to analyse sustainability problems, challenges and solutions in different time frames
- is able to communicate and convince decision makers about sustainable values, goals, principles and targets
- is able to design and implement strategies towards sustainable business

View on learning
Lapland UAS’s view on learning is founded on the principles of competence, problem and project-based learning. Our view on learning emphasizes in professional development through student-centred methods on learning and guiding. You are the active, responsible subject of your own learning. The teacher is a specialist in learning; a guide and enabler of learning. Learning is comprised of students, teachers and working life jointly analysing professional problems and participating in building common knowledge. You develop decision-making skills and are able learn through your mistakes.

Every semester of your studies, you will create a project, which is done with your fellow students and you will learn the skills on how to work in multicultural team. This project combines the topics learnt during the semester. The project can be done also for a customer, which can be for example R&D project, a company, a governmental body or for your own business idea. Project work will develop your skills and knowledge on how manage yourself and your usage of time as well as project management skills. Teamwork and multicultural skills along the project skills are in demand in the many fields of business. In the years to come, you’ll be able further enhance these skills and work in more complex international projects.

From the standpoint of the studies, the official objectives of the education provided function as guiding and motivating goals that give a direction to studies. The curriculum forms a starting point for compiling an individual study plan (ISP). You will compile an ISP together with a tutor teacher, where progress in studies is planned in detail.

Recognition of prior learning and credit transfer
If you have completed studies in a domestic or foreign higher education institution or in another educational institution either before starting your studies at Lapland UAS or during your studies, you can apply for credit transfer to your degree studies. General qualification for applying to universities of applied sciences cannot directly be transferred to the degree studies.Prior learning can either be included in your degree or substitute the corresponding studies in the same field. Including means that studies completed elsewhere are part of your degree and credit transfer e.g. to your optional or elective studies. Substituting means that the studies completed elsewhere with the corresponding contents and of the same level can substitute the studies of the curriculum of the degree programme.

Assessment of competence and feedback
Assessment of competence is based on learning objectives defined in the curriculum. Learning objectives depict what type of competence is required from a student to receive a degree. The assessment criteria derived from the learning objectives are used to identify learning outcome. Assessment of competence depicts how well set learning objectives have been achieved. The assessment of competences is considered in three points of view: student, working life representative/supervisor and teacher.

Developing the students study process takes into account the learning and the knowledge gained through academical perspective. The key factors in study process are self-evaluation and feedback received from teacher or supervisor as well sometimes from fellow students. Competence is assessed from many perspectives by examining development in practical, academic, social and evaluative competence. Practical competence is manifested as a systematic, smooth command of tasks. Academic competence indicates a command of theoretical knowledge, an understanding of the connections between facts and processes and the ability to grasp entities. Social competence is related to interactive competence; the ability to work as a member and a leader of a group. Evaluative competence describes learning, evaluation and development skills related to one’s own work and the ability to develop and influence joint activity and activity that takes place in the surroundings. Assessment methods are selected so that they truly measure achievement and the level of competence.

Assessment of competence and rectification of assessment comply with Lapland University of Applied Sciences’ degree regulations. Assessment is on a scale of 0–5 or pass/fail. Assessment criteria are defined for each study unit. A detailed assessment plan for each study unit is presented in the study unit’s implementation plan.

The feedback collected from the students will develop the quality of the degree programme. You have a change to give feedback about the implementation of the study units as well as overall yearly feedback.

Learning environments
Learning also takes place in diverse, changing environments consisting of laboratories, virtual surroundings, environments offered by international partners, working life and research, development and innovation projects.

Coaching is a key pedagogical philosophy applied in the programme to promote innovative learning. The aim is to focus teaching to meet the diverse needs of the students. Coaching is a formal process that provides space for collaborative learning; it involves an expert who works in a respectful and collaborative way with someone who wants to improve the way he or she works. Coaching offers learning based on reflection, in a partnership and a framework of mutual respect and strict confidence. Coaching is essentially based on the understanding that, given the opportunity to reflect and a commitment to act, people are able to change the way they work, develop their potential and achieve more in the areas they choose to address. The students in return must accept accountability for making and keeping commitments.

Multiform learning: A form of learning in which studies are comprised of contact teaching hours, distance studies and independent studies. Students’ independent work often forms the bulk of studies and is supported by distance and contact teaching and guidance. Multiform studies make diverse use of information and communication technology (e.g. audio teaching, working online, e-mail, guidance by means of learning exercises). Multiform teaching also uses distance teaching tools to bring studies to areas outside of university localities (e-primer).

Online education: Teaching that makes use of web-based, open learning environments. In addition to working in an online learning environment, online education may include contact teaching, project work, learning while working, etc.

Problem and project-based learning is a pedagogical method actively used in the programme’s implementation. It is an approach that incorporates many kinds of pragmatic pedagogical applications and development projects. Problem and project-based learning is also closely connected with learning at work. Learning by working together with real business life is one of the main aims of the programme. It is implemented by means of various course assignments as well as practical training and joint projects with working life.