International Business (full time day studies) Rovaniemi, Autumn 2015: Ajoitussuunnitelma

Kuvaus

DegreeThe 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 was planned and implemented in close cooperation with companies and other organisations in the region. The IB programme is an opportunity for those who are interested in adapting innovative approaches in specific fields of business. Thus, the IB programme does not put emphasis on seeking innovations, but rather on creating innovative attitudes and approaches in learning and working processes and in entrepreneurial activity.
The strategy of Lapland University of Applied Scienses is focused on Arctic Co-operation and cross-border expertice, 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 specialists and experts with an innovative and entrepreneur-like attitude for a variety of jobs in the northern business environment. The programme is designed for those who wish to develop their skills in creating business opportunities in the European North: Scandinavia, other countries in the Baltic Sea region, the Barents region and other geographical areas in the Arctic region. The programme focuses on developing know-how for innovative business service opportunities, particularly in SMEs operating in northern and peripheral areas, but it is suitable for other international students as well.
Students learn basic skills relevant for work in business, such as marketing, financial management, law, business communication and project planning. Their knowledge deepens in innovative business projects while they work together with local businesses. During their studies students learn to recognise the challenges particularly of small companies operating in the northern regions and to find new approaches to business development. Students learn about the possibilities of establishing their own business. Students can improve their international skills by studying or completing practical training abroad.
The IB programme provides students with extensive and balanced professional skills in the field of business services and cross-border and cross-cultural communication in the region defined as the Northern Dimension. 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 specialisation 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 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.
Lapland University of Applied Sciences’ view on learning
The law (L351/2003) specifies that the educational mission of a university of applied sciences shall be based on working life and its development, and on the other hand on research and academic principles. In Lapland University of Applied Sciences’ view, merging education, research and innovation and operating close to working life in a business-oriented manner are the prerequisites for developing professional competence.
Lapin AMK IB programme's view on learning is founded on the principles of problem-based learning. The starting points for problem-based learning are the problems encountered in working life, and learning forms the core of operation. The student is the active, responsible subject of his/her 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.

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).
Contact teaching is the conventional face-to-face form of teaching (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. (e-primer).
Problem-Based Learning (PBL) is a pedagogical method actively used in the programme’s implementation. PBL is an approach that incorporates many kinds of pragmatic pedagogical applications and development projects. PBL is also closely connected with learning at work. The context of PBL is supposed to facilitate knowledge that is not only an object of memorising; it is a subject and tool for observing, analysing, integrating and synthesising.
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.
Student workload
 
The definition of student workload is based on the principles of the European Credit Transfer and Accumulation System (ECTS). One academic year consists of 1600 hours of full-time study. This corresponds to completing 60 credits during the academic year. Studies are designed to progress steadily for 40 weeks during each academic year.

Competence in the curriculum
The basic elements of Lapland University of Applied Sciences’ curricula are broad areas of expertise, competencies and related competence objectives and assessment criteria derived from the competence requirements of working life. Competence depicts proficiency, performance potential and the ability to do the work belonging to a profession.
The competencies inthe curricula are divided into general working life competencies common to all degree programmes as well as programme-specific competencies which take into account Lapin AMK's profile and strategic focal areas. General competencies are general areas of know-how common to all degree programmes, but their special features and importance may vary in different professions and work. General competencies form the basis for working, cooperating and developing as a specialist in working life. Development of general competencies happens primarily when learning substantial competence. Problem-based learning and choices related to learning environments, in particular, are of core significance in developing overall skills in working life.
Programme-specific competencies form the foundation for the student’s professional development. Entities of competence are chosen primarily according to programme-specific core content.

We have selected annual themes for studies, which help students plan their ISPs and focus their efforts accordingly. The first year of studies focuses on the local and global business environments and gives students “the bigger picture”. Students develop their skills at the business freshman´s level. During the second year emphasis is put on business skills that give them competence to work at the business assistant´s level. The third year is spent around innovation and entrepreneurship skills that increase their ability to innovate in business. Finally, the fourth year of studies brings the regional and peripheral business development aspects of the curriculum. Students acquire competence to work as a business developer. The annual themes have been further split into semester themes, which help in focusing specific business cases and development projects into specific study modules and units. Lapin AMK’s curricula place particular emphasis on entrepreneurship and business competence, international competence and competence related to sustainable development.
From the standpoint of the student, 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). Each student compiles an ISP together with a tutor teacher, where progress in studies is planned in detail. The core of the entire IBS programme is to create entrepreneurship and business-related competences in the international environment. The concept of sustainable development is a cross-cutting theme of the programme.
 
Assessment of competence
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.
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 Rovaniemi University of Applied Sciences’ degree regulations. Assessment is on a scale of 0–5. 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.

Recognition of prior learning (AHOT)
Competence acquired earlier or elsewhere during current studies may be recognised as a part of the student’s degree programme. Recognition of prior learning follows the AHOT procedure.
Quality management
A university of applied sciences is responsible for the quality and continuous development of the education it provides and other operations, and it regularly participates in external quality assessments.
Lapin AMK’s Quality System is described in Lapin AMK’s Quality Manual. Degree programme quality management is carried out according to the procedures described in Lapin AMK’s Quality Manual.
Structure of studies
Studies leading to a university of applied sciences degree consist of
1) basic and professional studies
2) free-choice electives
3) practical training to enhance professional skills
4) a Bachelor’s thesis.
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, familiarise students with the general theoretical principles of the field’s work and communication and provide students with the language skills required by § 8 of the Polytechnic Act, 9.5.2003/351.
The objective of professional studies is to familiarise 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 familiarise 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.