|International and Multicultural Fair||5|
|Study and Cross-Cultural Skills||10|
|English at Work||5|
|Entrepreneurship and Economics in Glocal Context||5|
|Creating Service Project||5|
|Business Law Skills||5|
|Financial Management in Business Context||10|
|Principles of Marketing||5|
|Cross-Border Project Management and Professional Communication||5|
|International Marketing and Sales||5|
|B2B and Organisation Marketing in Business Context||5|
|Marketing Research and Planning||5|
|International Sales Process Management and CRM||5|
|Financial Reporting and Taxation in Business Context||5|
|Digital Content Creation||5|
|Managing Business Project Case||5|
|HRM, Labour Law and Payroll||5|
|Strategic Management Skills||5|
|E-Commerce and Internet Marketing||5|
|Applied Professional Knowledge||20|
|Innovation and Entrepreneurship||10|
(Select 5 ECTS)
|Arctic Summer School / International Business and Innovations in the Arctic||10|
|Culture Connected Customer Service||5|
|International Project Management and Funding Instruments||10|
|Research and Development Methods and Writing||5|
|Research/Project Plan/ Business Plan||5|
|Final Report: Academic or Project||10|
|ECTS credits per period / semester / academic year||65||55||60||25||35||30||30||25||30||30||25||35||30||0||30||25||0||30||30||0||25|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
DEGREEDEGREEBusiness 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 has been planned and implemented in close cooperation with companies and other organisations in the region. The IB programme give an opportunity for those who are interested inadapting 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 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 specialists and experts with an innovative and entrepreneur-like attitude for a variety of jobs in thenorthern business environment. The programme is designed for those who wish to develop their skills in creating business opportunities especially inthe European Arctic: Scandinavia, other countries in the Baltic Sea region, the Barents regionand other geographical areas in theArctic region or work in the future in connection with the industries in the Arctic region. The programme focuses on developing know-how for innovative business service opportunities, particularly in SME’s 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 service business projects while they work together with local businesses. During their studies, students learn to recognize 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 in international environment by completing exchange or practical training period abroad.
The IB programme provides students withextensive and balanced professional skills in the field of business services and cross-border and cross-cultural communication in the regiondefined 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 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 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 degree
Curriculum consists of themes and study units. The themes and contents of the study units describe the focal topics of the business field. Year and semester themes lead the path of professional growth.
Studies leading to a university of applied sciences degree consist of
1) basic and professional studies 155 ECTS
2) free-choice electives 5 ECTS
3) practical training to enhance professional skills 30 ECTS
4) a Bachelor’s thesis 20 ECTS (including Research and Development Methods)
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 businessand 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.
We have selected annual themes for studies, which help students plan their ISPs and focus their efforts accordingly. The annual themes have been further split into semester themes, which will help in focusing on specific business cases and development projects into specific study modules and units. Lapin AMK’s curricula place particular emphasis on entrepreneurship and service business competence, international competence and competence related to sustainable development.
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
PROFESSIONAL GROWTH PATH – LEADING TO THE COMPETENCE
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’s theme: Multicultural and Arctic Business Environment (Observer)
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. Students become familiar with Multicultural environment of the Arctic region.
1st semester theme: Orientation to Arctic Business Studies and Multicultural Northern Environment
2nd semester theme: Service Business Basics and Project Skills
2nd year’s theme: Service Business Management (Learner)
During the second year, emphasis is put on business skills that give them competence to work at the business assistant´s level. At the end of semester, you are able to perform in the jobs of an assistant level in the sphere of marketing, sales, financial management, as well as operate with the tools of ICT, strategic and project management.
3rd semester theme: Marketing and ICT in Business
4th semester theme: Management and Leadership in the Arctic Business International Context
3rd year’s theme: Innovations and Entrepreneurship in the Arctic (Applier of Knowledge)
The third year is spent around innovation and entrepreneurship skills that increase your ability to innovate in business, especially in northern context. During the fall semester students, advance their business skills by performing practical training, doing and exchange period or carrying out the project in lab. In the spring semester students advance with actual innovations and business creation and have an opportunity to start own business.
5th semester theme: Innovation and Entrepreneurship Practice
6th semester theme: Advanced cross-disciplinary project in Northern context
4th year’s theme: Practicing Business (Developer)
On your last study year, you will acquire main competence to work as a business developer. You are able to take into account International marketing and trade for business development. By compiling the bachelor thesis, you are able to solve professional problem in related business area. You are able to critically analyze causes and relationship of an existing problem or provide a coherent solution based on conducted research.
7th semester themes: Developer in Arctic International Business
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 in 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 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. Project 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.
The competences of degree programme:
- Learning Competence
- Working Community Competence
- Ethical Competence
- Innovation Competence
- Internationalisation Competence
- International Business Management Competence
- International Marketing and Sales Competence
- Entrepreneurship and Innovation Competence
- Methodological and Applied Competence and Project Management Skills
- Intercultural Communication and Leadership 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.
Our degree programme offers you the needed skills to start up your own business or work in entrepreneurial way within a company. During your studies, you will learn to recognize the challenges particularly of small companies operating in the northern regions and to find new approaches to business development.
Internationalization is one of the key focuses in the degree programme and it is one of the crosscutting themes within the degree. You can improve your international skills by studying or completing practical training abroad.
Several topics like information literacy and communication skills are integrated to the professional studies and this enables you to improve your skills in these topics from the business point of view.
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-centered 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 analyzing 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 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). 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 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.
You have also a possibility to take courses from different degree programmes, for example BBA degree programme in Finnish or you can do some of your studies in our partner schools across the world. International Business degree offers you a possibility to acquire a double degree diploma with our partner school(s).